[Rev. 6/20/2022 8:14:43 AM]
[NAC-389 Revised Date: 5-22]
CHAPTER 389 - ACADEMICS AND TEXTBOOKS
GENERAL PROVISIONS
389.011 Definitions.
389.015 “Adjusted diploma” defined. [Replaced in revision by NAC 390.015.]
389.017 “Adult standard diploma” defined. [Replaced in revision by NAC 390.018.]
389.0187 “Computer science” defined.
389.0195 “Criterion-referenced examination” defined. [Replaced in revision by NAC 390.021.]
389.0197 “Dance theory and practice” defined.
389.020 “Demonstrate” defined.
389.0242 “End-of-course examination” defined. [Replaced in revision by NAC 390.031.]
389.0246 “Graduating cohort” defined. [Replaced in revision by NAC 390.041.]
389.0275 “Harmonizing instruments” defined.
389.029 “Information literate” defined.
389.0295 “Media arts” defined.
389.032 “Music composition and theory” defined.
389.0325 “Music technology” defined.
389.033 “Music theory and practice” defined.
389.034 “Semester” defined.
389.035 “Standard diploma” defined. [Replaced in revision by NAC 390.061.]
389.0355 “The arts” defined.
389.0357 “Theater” defined.
389.0358 “Traditional ensemble” defined.
389.036 “Trimester” defined.
389.040 “Unit of credit” defined.
389.042 “Visual arts” defined.
389.046 “World language” defined.
ADMINISTRATION OF ACHIEVEMENT AND END-OF-COURSE EXAMINATIONS AND COLLEGE AND CAREER READINESS ASSESSMENTS
389.0482 Eligibility of pupil to take end-of-course examination. [Replaced in revision by NAC 390.200.]
389.0484 Eligibility of pupil to take college and career readiness assessment. [Replaced in revision by NAC 390.210.]
389.051 Times for administration; special administration. [Replaced in revision by NAC 390.220.]
389.0515 General requirements for examinations. [Replaced in revision by NAC 390.230.]
389.054 Confidentiality and security of testing materials. [Replaced in revision by NAC 390.240.]
389.056 Procedures for administration. [Replaced in revision by NAC 390.250.]
389.0565 Use of calculators on examinations. [Replaced in revision by NAC 390.260.]
389.057 Eligibility for reexamination. [Replaced in revision by NAC 390.270.]
389.0574 School district to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to Department; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.280.]
389.0576 Charter school to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to sponsor; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.290.]
389.058 Reporting of results to Department. [Replaced in revision by NAC 390.300.]
389.059 Restriction on reporting scores of individual pupils; reporting of aggregated scores. [Replaced in revision by NAC 390.310.]
389.061 Specific criterion-referenced examinations required. [Replaced in revision by NAC 390.320.]
389.071 Proficiency examinations in writing: High school; fifth and eighth grades. [Replaced in revision by NAC 390.330.]
389.083 Maintenance of results of examinations and list of names and scores. [Replaced in revision by NAC 390.340.]
KINDERGARTEN THROUGH HIGH SCHOOL
389.167 World language at the novice-mid proficiency level.
389.169 World language at the novice-high proficiency level.
389.171 World language at the intermediate-low proficiency level.
389.173 World language at the intermediate-mid proficiency level.
389.177 World language at the intermediate-high proficiency level.
389.179 World language at the advanced-low proficiency level.
389.181 World language at the advanced-mid proficiency level.
389.183 World language at the advanced-high proficiency level.
389.187 Academic, career, and personal and social development.
PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL
Prescribed Courses
389.195 Elementary school.
Instruction: Prekindergarten Through Second Grade
389.232 Kindergarten: Common Core Standards for English language arts.
389.237 Kindergarten: Common Core Standards for mathematics.
389.2372 Kindergarten: Dance theory and practice.
389.2374 Kindergarten: Media arts.
389.2376 Kindergarten: Music theory and practice.
389.238 Kindergarten: Social studies.
389.239 Kindergarten: Science.
389.2413 Kindergarten: Theater.
389.2415 Kindergarten: Visual arts.
389.2418 First grade: Common Core Standards for English language arts.
389.24195 First grade: Common Core Standards for mathematics.
389.24196 First grade: Dance theory and practice.
389.24197 First grade: Media arts.
389.24198 First grade: Music theory and practice.
389.2421 First grade: Social studies.
389.2423 Prekindergarten through second grade: Health.
389.2424 Kindergarten through second grade: Computer education and technology.
389.24245 First grade: Science.
389.24247 First grade: Theater.
389.24249 First grade: Visual arts.
389.2425 Second grade: Physical education.
389.2431 Second grade: Common Core Standards for English language arts.
389.2433 Second grade: Information literacy.
389.2436 Second grade: Common Core Standards for mathematics.
389.2437 Second grade: Social studies.
389.244 Second grade: Science.
389.2442 Second grade: Dance theory and practice.
389.2444 Second grade: Media arts.
389.2446 Second grade: Music theory and practice.
389.2448 Second grade: Theater.
389.2451 Second grade: Visual arts.
Instruction: Third Grade
389.247 Common Core Standards for English language arts.
389.248 Information literacy.
389.252 Common Core Standards for mathematics.
389.254 Social studies.
389.257 Dance theory and practice.
389.259 Media arts.
389.261 Music theory and practice.
389.263 Theater.
389.265 Visual arts.
389.284 Science.
Instruction: Fourth Grade
389.286 Dance theory and practice.
389.2862 Media arts.
389.2864 Music theory and practice.
389.2866 Theater.
389.2868 Visual arts.
389.2931 Common Core Standards for English language arts.
389.2932 Information literacy.
389.2933 Social studies.
389.2935 Common Core Standards for mathematics.
389.2936 Science.
Instruction: Third Through Fifth Grades
389.2938 Third through fifth grades: Health.
389.2939 Fifth grade: Science.
389.29415 Fifth grade: Information literacy.
389.2942 Fifth grade: Social studies.
389.29425 Fifth grade: Common Core Standards for English language arts.
389.29435 Fifth grade: Common Core Standards for mathematics.
389.2946 Third through fifth grades: Physical education.
389.2948 Third through fifth grades: Computer education and technology.
389.2951 Fifth grade: Dance theory and practice.
389.2952 Fifth grade: Media arts.
389.2953 Fifth grade: Music theory and practice.
389.2954 Fifth grade: Theater.
389.2955 Fifth grade: Visual arts.
Instruction: Sixth Through Eighth Grades
389.2985 Sixth grade: Common Core Standards for English language arts.
389.299 Sixth grade: Information literacy.
389.302 Sixth grade: Common Core Standards for mathematics.
389.304 Sixth grade: Dance theory and practice.
389.306 Sixth grade: Media arts.
389.308 Sixth grade: Music theory and practice.
389.311 Sixth grade: Theater.
389.313 Sixth grade: Visual arts.
389.322 Seventh grade: Common Core Standards for English language arts.
389.324 Seventh grade: Common Core Standards for mathematics.
389.326 Seventh grade: Dance theory and practice.
389.328 Seventh grade: Media arts.
389.332 Seventh grade: Music theory and practice.
389.334 Seventh grade: Theater.
389.336 Seventh grade: Visual arts.
389.372 Sixth through eighth grades: Social studies.
389.381 Sixth through eighth grades: Health.
389.386 Sixth through eighth grades: Physical education.
389.3905 Sixth through eighth grades: Computer education and technology.
389.393 Eighth grade: Home and career skills.
389.395 Seventh and eighth grades: Required courses where subjects taught by different teachers.
389.402 Eighth grade: Common Core Standards for English language arts.
389.407 Eighth grade: Common Core Standards for mathematics.
389.4075 Eighth grade: Dance theory and practice.
389.408 Eighth grade: Media arts.
389.4085 Eighth grade: Music theory and practice.
389.409 Eighth grade: Theater.
389.4095 Eighth grade: Visual arts.
389.411 Sixth through eighth grades: Science.
Requirements for Promotion to High School
389.445 Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study.
HIGH SCHOOL
Required Courses of Study
389.450 Prescribed courses of study for graduation.
389.452 Arts and humanities.
389.455 Health.
389.4612 Common Core Standards for English language arts.
389.4645 Common Core State Standards for mathematics.
389.485 Physical education.
389.488 Exemption from physical education.
389.491 Science: Generally.
389.4915 Science: Standards.
389.505 Computer education and technology.
389.511 Social studies.
Elective Courses of Study
389.516 Permissible elective courses of study.
389.551 Business math.
389.555 Employability skills for career readiness.
389.556 Journalism.
389.558 Speech.
389.562 Program of study in career and technical education that includes apprenticeship or paid work experience: Requirements; participation.
389.564 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of teacher of record.
389.566 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of employer.
389.568 Drivers’ education.
389.571 American Sign Language: First year.
389.5712 American Sign Language: Second year.
389.5714 American Sign Language: Third year.
389.5716 American Sign Language: Fourth year.
389.6105 The arts: Designation of proficiency level of pupil in art form; high school not required to provide instruction in each art form or level of proficiency.
389.6115 Music composition and theory: Pupils rated as proficient.
389.6125 Music composition and theory: Pupils rated as accomplished.
389.6135 Music composition and theory: Pupils rated as advanced.
389.6145 Harmonizing instruments: Pupils rated as novice.
389.6155 Harmonizing instruments: Pupils rated as intermediate.
389.6165 Harmonizing instruments: Pupils rated as proficient.
389.6175 Harmonizing instruments: Pupils rated as accomplished.
389.6185 Harmonizing instruments: Pupils rated as advanced.
389.6195 Traditional ensembles: Pupils rated as novice.
389.6205 Traditional ensembles: Pupils rated as intermediate.
389.6215 Traditional ensembles: Pupils rated as accomplished.
389.6225 Traditional ensembles: Pupils rated as advanced.
389.6235 Music technology: Pupils rated as proficient.
389.6245 Music technology: Pupils rated as accomplished.
389.6255 Music technology: Pupils rated as advanced.
389.6265 Visual arts: Pupils rated as proficient.
389.6275 Visual arts: Pupils rated as accomplished.
389.6285 Visual arts: Pupils rated as advanced.
389.6295 Theater: Pupils rated as proficient.
389.6305 Theater: Pupils rated as accomplished.
389.6315 Theater: Pupils rated as advanced.
389.6325 Media arts: Pupils rated as novice.
389.6335 Media arts: Pupils rated as intermediate.
389.6345 Media arts: Pupils rated as advanced.
389.6355 Dance theory and practice: Pupils rated as novice.
389.6365 Dance theory and practice: Pupils rated as proficient.
389.6375 Dance theory and practice: Pupils rated as advanced.
389.644 Course of work and study: Requirements.
389.646 Course of work and study: Eligible pupils.
389.648 Course of work and study: Designation and duties of teacher of record.
389.650 Course of work and study: Duties of participating employer.
389.6549 Great Basin Native American language.
Credits and Grading
389.6552 Passage of end-of-course examinations required for diploma to be awarded. [Replaced in revision by NAC 390.400.]
389.658 Submission of results of end-of-course examinations. [Replaced in revision by NAC 390.410.]
389.6585 Publication of standards and passing grades; submission by school districts and charter schools of certain information; review and approval by Department. [Replaced in revision by NAC 390.420.]
389.659 Units of credit or semesters required for promotion to next higher grade level; waiver of certain requirements.
389.6625 Uniform grading scale; computation of grade point average; assignment of value to grade earned by pupil transferring from another state; applicability; policies assigning a plus or minus to grades.
389.663 Units of credit and grade point average required to receive advanced diploma. [Replaced in revision by NAC 390.430.]
389.664 Units of credit required to receive standard diploma. [Replaced in revision by NAC 390.440.]
389.666 Units applicable toward graduation.
389.668 Credit which may be granted in fractional time units.
389.670 Credit granted for performance on examination in lieu of course attendance: Board of trustees required to prescribe application and eligible courses of study; effect of pupil’s withdrawal from school; authority of State Board to review examination and minimum score required.
389.672 Academic credit for a course of study in career and technical education: Limitations and prerequisites.
389.673 Academic credit for courses of study in career and technical education: Periodic review and approval of each course.
389.674 Credit for equivalent experience outside campus or program.
389.676 Credit for sectarian religious courses not allowed.
389.678 Summer school units applicable toward graduation.
389.680 Credit for correspondence courses.
389.682 Requirements for graduation for pupils transferring to Nevada high school. [Replaced in revision by NAC 390.450.]
389.684 Schools prohibited from reducing or reevaluating credits transferred from another school.
389.686 Exemptions for certain high schools from requirements for graduation. [Replaced in revision by NAC 390.460.]
389.688 Requirements for adult standard diploma. [Replaced in revision by NAC 390.470.]
389.690 Credit received through adult high school program applicable toward adult standard diploma. [Replaced in revision by NAC 390.480.]
389.692 Other credits applicable toward adult standard diploma. [Replaced in revision by NAC 390.490.]
389.694 Waiver of credits for adult standard diploma; scores required on high school equivalency assessment for waiver. [Replaced in revision by NAC 390.500.]
389.695 Attendance at adult high school program for test preparation. [Replaced in revision by NAC 390.510.]
389.696 Individualized program of education for pupil with disability. [Replaced in revision by NAC 388.2855 and 390.530.]
389.698 Adjusted diploma for pupil with disability. [Replaced in revision by NAC 390.520.]
Miscellaneous Provisions
389.700 Transcript of high school record.
Program of Independent Study
389.710 “Independent study” defined.
389.720 Plan to operate program; approval or denial of plan; written policy; system of recordkeeping.
389.730 Courses allowed; courses outside school district.
389.740 Licensing of instructors; supervision required for certain courses.
389.750 Written agreement with pupil.
Program of Career and Technical Education
389.800 General requirements for program.
389.803 Program areas.
389.805 Duties of Department of Education and school district.
389.810 Establishment and duties of joint technical skills committees and career and technical education councils.
389.815 Requirements for endorsement on diploma indicating successful completion of program.
389.817 Criteria for awarding grants for programs; submission of annual report concerning performance of program funded by grant; use of biennial reports to determine criteria.
WORK-BASED LEARNING PROGRAMS
389.825 Contents of application to offer program; contents of report; consideration of application by State Board; approval of program; resubmission of application or report.
389.826 Authorized subject matter of program; application of pupil to participate; award of credit; requirements of work site.
389.827 Duties of coordinator.
COMPETENCY-BASED EDUCATION
389.829 Requirements for participation in pilot program; submission and review of applications; selection of schools.
COLLEGE READINESS
389.830 “College readiness” defined.
389.835 Standards for college readiness.
389.840 Indications of college readiness.
389.845 Scope of college readiness.
VETERANS
389.850 Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces. [Replaced in revision by NAC 390.540.]
SELECTION AND USE OF TEXTBOOKS AND ELECTRONIC MEDIA
389.852 “Electronic media” defined.
389.854 Committees to evaluate and recommend textbooks and electronic media: Appointment; membership.
389.856 Committee evaluation of textbooks.
389.858 Electronic media: Notification to use; committee evaluation.
389.860 Opportunity for members of community to review textbooks and electronic media and submit comments.
389.862 Recommendations for adoption of textbooks or electronic media: Effect of incorrect or inaccurate evaluation.
389.864 Schedule for adoption of textbooks and electronic media.
389.866 Use of textbook or electronic media on experimental basis.
389.868 Use of revised editions of adopted textbooks or electronic media.
SELECTION OF SUPPLEMENTAL TEXTBOOKS AND RESOURCES FOR MEDIA CENTERS
389.872 Definitions.
389.874 Procedures for selection: Establishment and approval; effect of compliance.
389.876 Procedures for selection: Parameters for development.
389.878 Procedures for selection: Contents.
389.880 Review and reconsideration of selection of materials that are challenged.
GENERAL PROVISIONS
NAC 389.011 Definitions. (NRS 385.080, 385.114, 389.021, 389.520) As used in this chapter, unless the context otherwise requires, the words and terms defined in NAC 389.0187 to 389.046, inclusive, have the meanings ascribed to them in those sections.
(Added to NAC by Bd. of Education, eff. 12-16-82; A 1-26-90; R065-99, 11-3-99; R086-99, 11-3-99, eff. 1-1-2000; R037-99, 11-3-99, eff. 7-1-2000; R073-00, 6-20-2000; R013-03, 10-30-2003; R063-14, 10-24-2014; R061-14, 12-22-2014; R041-18, 6-26-2018; R043-18, 12-19-2018)
NAC 389.015 “Adjusted diploma” defined. [Replaced in revision by NAC 390.015.]
NAC 389.017 “Adult standard diploma” defined. [Replaced in revision by NAC 390.018.]
NAC 389.0187 “Computer science” defined. (NRS 385.080, 385.114, 389.021, 389.520) “Computer science” means the study of computers and algorithmic processes, including, without limitation:
1. The principles of computers and algorithmic processes.
2. Hardware and software design.
3. Applications of computers and algorithmic processes.
4. The impact of computers and algorithmic processes on society.
(Added to NAC by Bd. of Education by R041-18, eff. 6-26-2018)
NAC 389.0195 “Criterion-referenced examination” defined. [Replaced in revision by NAC 390.021.]
NAC 389.0197 “Dance theory and practice” defined. (NRS 385.080, 385.114, 389.021) “Dance theory and practice” means a broad category of art that includes, without limitation:
1. Expressive elements of dance;
2. Terminology that is used to describe dance;
3. Embodying concepts used in dance; and
4. Reflecting upon, critiquing and connecting personal experience to dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.020 “Demonstrate” defined. (NRS 385.080) “Demonstrate” means the ability to define, identify or list the major components of a subject and, if the subject is part of an activity, to perform the activity in accordance with commonly held standards or, when applicable, to standards set by government or industry.
(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)
NAC 389.0242 “End-of-course examination” defined. [Replaced in revision by NAC 390.031.]
NAC 389.0246 “Graduating cohort” defined. [Replaced in revision by NAC 390.041.]
NAC 389.0275 “Harmonizing instruments” defined. (NRS 385.080, 385.114, 389.021) “Harmonizing instruments” means combining musical instruments to produce music, including, without limitation, using traditional ensembles and emerging and traditional forms such as guitar, electronic, mariachi, steel drums and Taiko drums.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.029 “Information literate” defined. (NRS 385.080) “Information literate” means attaining the literacy level established by NAC 389.2433, 389.248, 389.2932, 389.29415 or 389.299 for the grade level in which a pupil is enrolled.
(Added to NAC by Bd. of Education by R013-03, eff. 10-30-2003)
NAC 389.0295 “Media arts” defined. (NRS 385.080, 385.114, 389.021) “Media arts” means a broad category of art that includes, without limitation, imaging, sound, moving images, virtual media and interactive media.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.032 “Music composition and theory” defined. (NRS 385.080, 385.114, 389.021) “Music composition and theory” means techniques that a composer uses to develop music to convey meaning and intent using basic elements of music, subsets of those elements and interactions between those elements.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.0325 “Music technology” defined. (NRS 385.080, 385.114, 389.021) “Music technology” means using technology in the musical arts, including, without limitation, using electronic devices and computer software to facilitate the playback, recording, composition, storage, analysis and performance of music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.033 “Music theory and practice” defined. (NRS 385.080, 385.114, 389.021) “Music theory and practice” means a broad category of art that includes, without limitation:
1. Analyzing, critiquing, describing, evaluating and moving to music;
2. Synthesizing knowledge of music in relation to history, culture, heritage and other content areas and ideas;
3. Presenting or demonstrating musical works formally and informally; and
4. Expressing ideas and feelings through improvising, composing, arranging and interpreting music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.034 “Semester” defined. (NRS 385.080) “Semester” means one of the two academic terms that make up the school year at a school that offers a traditional 9-month school schedule.
(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)
NAC 389.035 “Standard diploma” defined. [Replaced in revision by NAC 390.061.]
NAC 389.0355 “The arts” defined. (NRS 385.080, 385.114, 389.021) “The arts” means the areas of visual arts, music theory and practice, dance theory and practice and theater.
(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000; A by R043-18, 12-19-2018)
NAC 389.0357 “Theater” defined. (NRS 385.080, 385.114, 389.021) “Theater” means a broad category of art that includes, without limitation:
1. Scripted and unscripted activities designed to engage pupils in a wide range of real and imagined situations; and
2. Theatrical conventions, including, without limitation, scripted plays, acting, public performance and stagecraft.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.0358 “Traditional ensemble” defined. (NRS 385.080, 385.114, 389.021) “Traditional ensemble”:
1. Means a group of persons organized to perform music; and
2. Includes, without limitation, large groups such as bands, orchestras and choirs and small groups such as duets, trios and quartets.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.036 “Trimester” defined. (NRS 385.080) “Trimester” means one of the three academic terms that make up the school year at a school that offers a 12-month school program or a school program involving alternative scheduling whose regular academic year consists of three terms.
(Added to NAC by Bd. of Education by R037-99, 11-3-99, eff. 7-1-2000)
NAC 389.040 “Unit of credit” defined. (NRS 385.080) “Unit of credit” means an amount of credit which is awarded to a pupil for successful completion of a course containing at least 120 hours of instruction or the equivalent.
(Added to NAC by Bd. of Education, eff. 12-16-82)
NAC 389.042 “Visual arts” defined. (NRS 385.080, 385.114, 389.021) “Visual arts” means a broad category of art that includes, without limitation:
1. Traditional fine art, including, without limitation, drawing, painting, printmaking, photography and sculpture;
2. Architectural, environmental and industrial art, including, without limitation, folk art and urban, interior, product and landscape design; and
3. Works of art using materials, including, without limitation, ceramic, fibers, jewelry, wood and paper.
(Added to NAC by Bd. of Education by R073-00, eff. 6-20-2000; A by R043-18, 12-19-2018)
NAC 389.046 “World language” defined. (NRS 385.080, 385.110) “World language” means any spoken language other than English.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
ADMINISTRATION OF ACHIEVEMENT AND END-OF-COURSE EXAMINATIONS AND COLLEGE AND CAREER READINESS ASSESSMENTS
NAC 389.0482 Eligibility of pupil to take end-of-course examination. [Replaced in revision by NAC 390.200.]
NAC 389.0484 Eligibility of pupil to take college and career readiness assessment. [Replaced in revision by NAC 390.210.]
NAC 389.051 Times for administration; special administration. [Replaced in revision by NAC 390.220.]
NAC 389.0515 General requirements for examinations. [Replaced in revision by NAC 390.230.]
NAC 389.054 Confidentiality and security of testing materials. [Replaced in revision by NAC 390.240.]
NAC 389.056 Procedures for administration. [Replaced in revision by NAC 390.250.]
NAC 389.0565 Use of calculators on examinations. [Replaced in revision by NAC 390.260.]
NAC 389.057 Eligibility for reexamination. [Replaced in revision by NAC 390.270.]
NAC 389.0574 School district to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to Department; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.280.]
NAC 389.0576 Charter school to provide remedial study to pupil who fails end-of-course examination; plan to provide remedial study to be provided to sponsor; review and approval of plan; times remedial study to be offered. [Replaced in revision by NAC 390.290.]
NAC 389.058 Reporting of results to Department. [Replaced in revision by NAC 390.300.]
NAC 389.059 Restriction on reporting scores of individual pupils; reporting of aggregated scores. [Replaced in revision by NAC 390.310.]
NAC 389.061 Specific criterion-referenced examinations required. [Replaced in revision by NAC 390.320.]
NAC 389.071 Proficiency examinations in writing: High school; fifth and eighth grades. [Replaced in revision by NAC 390.330.]
NAC 389.083 Maintenance of results of examinations and list of names and scores. [Replaced in revision by NAC 390.340.]
KINDERGARTEN THROUGH HIGH SCHOOL
NAC 389.167 World language at the novice-mid proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the novice-mid proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Greet and leave people in a polite way;
(b) Introduce himself or herself and others;
(c) Answer a variety of simple questions;
(d) Make simple statements in a conversation; and
(e) Ask simple questions.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Understand a few courtesy phrases;
(b) Recognize and understand basic information;
(c) Recognize and understand words for a specific purpose; and
(d) Recognize and understand words, phrases and characters using visuals or guidance or through association with what the pupil already knows.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present information using words or phrases about himself or herself and his or her daily activities, likes and dislikes;
(b) Fill out a simple form with basic information;
(c) Write about himself or herself using learned phrases and memorized expressions; and
(d) List daily activities and write lists that assist the pupil in his or her daily life.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Initiate greetings and use appropriate gestures specific to the cultures being studied;
(b) Identify common social practices of the cultures being studied; and
(c) Describe some aspects of major traditions and celebrations of the cultures being studied.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to identify:
(a) Products specific to the cultures being studied and their uses; and
(b) Similarities and differences between products commonly used for expression in the cultures being studied and the pupil’s own culture.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Describe and identify geographic locations relative to each other on a map;
(b) Complete basic math functions;
(c) Compare, contrast, discuss and retell aspects of authentic texts of the cultures being studied; and
(d) Identify dates, figures and events of historical importance.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Identify measurement systems of the cultures being studied;
(b) Describe products of the cultures being studied; and
(c) Recognize and interact with simple authentic resources of the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Recognize cognates, word families and language patterns;
(b) Demonstrate that languages have important sound distinctions;
(c) Analyze the writing system of the world language; and
(d) Identify language patterns and grammatical functions.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Identify cultural differences about traditions, celebrations and customs; and
(b) Recognize various uses of language registers.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to identify settings where the world language can be used.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.169 World language at the novice-high proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the novice-high proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Exchange personal information;
(b) Exchange information using texts, graphs or pictures;
(c) Ask for and give simple directions;
(d) Make plans with other persons; and
(e) Interact with other persons in everyday situations.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Understand simple questions or statements on familiar topics;
(b) Understand simple information using pictures and graphs;
(c) Usually understand short, simple messages on familiar topics;
(d) Understand short, simple descriptions; and
(e) Understand the main idea of published materials.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present and write information using phrases and simple sentences about the pupil’s life and familiar experiences or about a familiar person, place or thing; and
(b) Write short notes about things the pupil has learned and request information.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Use appropriate gestures and social courtesies of the cultures being studied in a variety of structured, everyday situations;
(b) Investigate common social practices of the cultures being studied in relevant situations; and
(c) Examine major traditions and celebrations of the cultures being studied and the practices associated with them.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to examine how the contributions of people from the cultures being studied have impacted those cultures in areas such as science, technology and the arts.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Describe and identify geographic locations, terrain and features;
(b) Complete basic math functions;
(c) Compare, contrast, discuss and retell aspects of authentic texts of the cultures being studied; and
(d) Identify dates, figures and events of historical importance.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Compare and contrast measurement systems of the cultures being studied;
(b) Describe products of the cultures being studied;
(c) Recognize authentic resources of the cultures being studied; and
(d) Interact with authentic resources of the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Recognize cognates, word families and language patterns;
(b) Demonstrate that languages have important sound distinctions;
(c) Analyze the writing system of the world language; and
(d) Identify language patterns and grammatical functions.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Identify cultural differences about traditions, celebrations and customs; and
(b) Recognize various language registers and their uses.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to identify settings where the world language can be used.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.171 World language at the intermediate-low proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the intermediate-low proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Hold a simple conversation on a number of everyday topics;
(b) Use the world language to meet basic needs in familiar situations; and
(c) Ask and answer questions on factual information that is familiar to the pupil.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Understand messages related to basic needs and the basic purpose of a message;
(b) Understand questions and simple statements on everyday topics when engaging in a conversation;
(c) Identify simple information on a form; and
(d) Identify information from news media.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Talk and write about people, activities and experiences;
(b) Talk and write about needs and wants;
(c) Exchange information about plans;
(d) Present songs, short skits or dramatic readings;
(e) Talk and write about topics of interest;
(f) Give basic instructions; and
(g) Prepare materials for a presentation.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Examine simple patterns of behavior, gestures and social courtesies of the cultures being studied in a variety of informal and formal situations;
(b) Compare the daily practices of people in the cultures being studied with the daily practices of the pupil; and
(c) Interpret and explain the cultural relevance and historical context of traditions and celebrations of the cultures being studied.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to analyze and assess factors that impact products of the cultures being studied.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Discuss how geographic locations affect practices, perspectives and products;
(b) Analyze and evaluate aspects of authentic texts of the cultures being studied with some details; and
(c) Analyze historic contributions of the cultures being studied.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Recognize the equivalent meanings of idiomatic expressions and other linguistic concepts; and
(b) Employ language patterns and grammatical functions.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze cultural differences in traditions, celebrations and customs; and
(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil’s community.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.173 World language at the intermediate-mid proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the intermediate-mid proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Start, maintain and end a conversation on a variety of familiar topics;
(b) Talk about daily activities and personal preferences;
(c) Use the world language to complete tasks related to personal needs; and
(d) Exchange information about topics of personal interest to the pupil.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to understand:
(a) Basic information in advertisements and recordings;
(b) Messages related to everyday life; and
(c) Simple written exchanges between other people.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present and write about personal and social experiences;
(b) Present and write about something learned or researched;
(c) Present and write about common interests and issues;
(d) Take a critical stance on a topic of interest; and
(e) Write messages, announcements and communications for distribution.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Analyze social interactions typical of the cultures being studied;
(b) Analyze behavior patterns in the cultures being studied; and
(c) Connect and relate the cultural relevance and historical context of traditions and celebrations of the cultures being studied to current events.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to investigate and explain how cultural perspectives and other factors contribute to shaping the products and goods of a culture.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Discuss how geographic locations affect practices, perspectives and products;
(b) Analyze and evaluate aspects of authentic texts of the cultures being studied with some details; and
(c) Analyze historic contributions and controversies of the cultures being studied.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Recognize the equivalent meaning of idiomatic expressions and other linguistic concepts; and
(b) Employ language patterns and grammatical functions.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze cultural differences in traditions, celebrations and customs; and
(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil’s community.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.177 World language at the intermediate-high proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the intermediate-high proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Exchange information related to areas of mutual interest;
(b) Use the world language to complete a task that requires multiple steps; and
(c) Use the world language to handle a situation that may have a complication.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Easily understand straightforward information or interactions;
(b) Understand situations with complicating factors;
(c) Understand accounts of personal events; and
(d) Follow short, written instructions when supported by visual information.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present information on academic and work topics, events, activities and topics of particular interests;
(b) Present a point of view with reasons to support that point of view; and
(c) Write about school and academic topics, community topics, entertainment events and work and career topics.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to evaluate texts and presentations of the cultures being studied for cultural viewpoints, values and bias.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to explain the influence of the cultures being studied on literature, the media and global concerns.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Discuss how geographic locations affect practices, perspectives and products; and
(b) Cultivate personal perspectives in relation to historic contributions and controversies of the cultures being studied.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Recognize the equivalent meanings of idiomatic expressions and other linguistic concepts; and
(b) Employ language patterns and grammatical functions.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze cultural differences in traditions, celebrations and customs; and
(b) Describe examples of cultural diversity and the contributions of the cultures being studied that exist in the pupil’s community.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.179 World language at the advanced-low proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the advanced-low proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Participate in conversations on a wide variety of topics that go beyond everyday life;
(b) Compare and contrast life in different settings;
(c) Resolve an unexpected complication that arises in a familiar situation; and
(d) Conduct or participate in interviews.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Understand descriptions and stories of events that have happened or will happen;
(b) Understand the main idea of popular genres;
(c) Find and use information for practical purposes;
(d) Read texts that compare and contrast information; and
(e) Follow written instructions.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to present and write about:
(a) Academic and workplace topics for a specific audience;
(b) Social and cultural topics for a specific audience; and
(c) Community interests for a specific audience.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Explain some factors that contribute to why products and practices vary across cultures;
(b) Analyze how the practices and behaviors of people reflect their cultures and belief systems; and
(c) Explore topics of personal and professional interest.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment;
(b) Critique the influence of the cultures being studied on literature, the media and global concerns; and
(c) Explain how social, political, religious and economic institutions reflect cultural beliefs.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and
(b) Use supporting evidence to cultivate personal perspectives in relation to historic contributions and controversies.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Use complex idiomatic expressions and language structures with increasing accuracy; and
(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and
(b) Explain the development of traditions, celebrations and customs in the cultures being studied.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.181 World language at the advanced-mid proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the advanced-mid proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Communicate effectively on a wide variety of present, past and future events;
(b) Exchange general information on topics beyond the pupil’s personal fields of interest; and
(c) Handle a complication or unexpected turn of events.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Understand the main idea and many details of descriptions or interviews, accounts of events and directions regarding everyday tasks; and
(b) Follow the general idea and some details of what is written in a story, the details of past, present and future events, and topics beyond the pupil’s personal fields of interest.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present and write about public and personal information;
(b) Convey ideas and elaborate on a variety of academic topics;
(c) Present and write with ease and detail on a wide variety of topics; and
(d) Write well-organized texts about academic, professional and general topics of interest.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Explain some factors that contribute to why products and practices vary across cultures;
(b) Analyze how the practices and behaviors of people reflect their cultures and belief systems; and
(c) Explore topics of personal and professional interest.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment;
(b) Critique the influence of the cultures being studied on literature, the media and global concerns; and
(c) Explain how social, political, religious and economic institutions reflect cultural beliefs.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and
(b) Use supporting evidence to cultivate personal perspectives in relation to historic contributions and controversies.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products and goods of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Use complex idiomatic expressions and language structures with increasing accuracy; and
(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and
(b) Explain the development of traditions, celebrations and customs in the cultures being studied.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.183 World language at the advanced-high proficiency level. (NRS 385.080, 385.110) Instruction in a course of study in a world language at the advanced-high proficiency level must be designed so that pupils meet the following performance standards by completion of the final course of instruction:
1. For the area of interpersonal communication, interact and negotiate meaning in spoken, signed or written conversations to share information, reactions, feelings and opinions, as demonstrated by the ability of the pupil to:
(a) Exchange complex information about academic and professional tasks;
(b) Exchange detailed information on topics within and beyond the pupil’s personal fields of interest; and
(c) Support personal opinions and construct hypotheses.
2. For the area of interpretive communication, understand, interpret and analyze what is heard, read or viewed on a variety of topics, as demonstrated by the ability of the pupil to:
(a) Easily understand detailed reports and various viewpoints in extended arguments; and
(b) Understand narrative, descriptive and informational texts of any length.
3. For the area of presentational communication, present information, concepts and ideas to explain and inform, persuade and narrate on a variety of topics using appropriate media and adapt to various audiences of listeners, readers or viewers, as demonstrated by the ability of the pupil to:
(a) Present and write about complex information on concrete topics;
(b) Present and write about a viewpoint with supporting arguments;
(c) Use appropriate presentational conventions; and
(d) Use appropriate written conventions for informal and formal purposes.
4. For the area of relating cultural practices to perspectives, use the world language to investigate, explain and reflect on the relationship between the practices and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Analyze cultural practices and perspectives on a variety of social and work-related interactions;
(b) Compare and contrast perceptions of the cultures being studied with external perceptions; and
(c) Examine and explain the effect of events in the history of the cultures being studied on contemporary practices and products.
5. For the area of relating cultural products to perspectives, use the world language to investigate, explain and reflect on the relationship between the products and perspectives of the cultures being studied, as demonstrated by the ability of the pupil to:
(a) Identify examples of the influence of the cultures being studied on historic and contemporary media and entertainment; and
(b) Critique the influence of the cultures being studied on literature, the media and global concerns.
6. For the area of making connections, build, reinforce and expand the pupil’s knowledge of other disciplines while using the world language to develop critical thinking and solve problems creatively, as demonstrated by the ability of the pupil to:
(a) Analyze and evaluate how geographic locations affect practices, perspectives and products; and
(b) Cultivate personal perspectives relating to historic contributions or controversies with supporting evidence.
7. For the area of acquiring information and diverse perspectives, access and evaluate information and diverse perspectives that are available through the world language and its cultures, as demonstrated by the ability of the pupil to:
(a) Recognize authentic resources of the cultures being studied;
(b) Interact with authentic resources of the cultures being studied;
(c) Analyze, examine and evaluate products of the cultures being studied; and
(d) Interpret perspectives unique to the cultures being studied.
8. For the area of language comparisons, use the world language to investigate, explain and reflect on the nature of language through comparisons of the world language being studied and the pupil’s native language, as demonstrated by the ability of the pupil to:
(a) Use complex idiomatic expressions and language structures with increasing accuracy; and
(b) Identify or recognize different dialects and register use from different regions, cultures and contexts.
9. For the area of cultural comparisons, use the world language to investigate, explain and reflect on the concept of culture through comparisons of the cultures being studied and the pupil’s own culture, as demonstrated by the ability of the pupil to:
(a) Analyze the perspectives of the cultures being studied as reflected in art and literature; and
(b) Explain the development of traditions, celebrations and customs in the cultures being studied.
10. For the area of school and global communities, use the world language within and beyond the classroom to interact and collaborate in the pupil’s community and the globalized world, as demonstrated by the ability of the pupil to:
(a) Identify settings where the world language can be used;
(b) Demonstrate the ability to find resources that relate to the use and understanding of the world language;
(c) Demonstrate the ability to find resources that relate to the cultures being studied; and
(d) Communicate and reflect on interactions with members of the cultures being studied.
11. For the area of lifelong learning, set goals and reflect on the pupil’s progress in using languages for enjoyment, enrichment and advancement, as demonstrated by the ability of the pupil to:
(a) Apply knowledge of languages to personal, real world interests;
(b) Evaluate his or her acquired skills; and
(c) Reflect on his or her acquired skills.
(Added to NAC by Bd. of Education by R063-14, eff. 10-24-2014)
NAC 389.187 Academic, career, and personal and social development. (NRS 385.080, 385.110, 389.0185, 389.180) A course of study in academic, career, and personal and social development must include instruction designed to teach pupils in kindergarten through the completion of the 12th grade, as applicable:
1. For the area of academic development, how to implement strategies and activities which support and maximize the ability of a pupil to learn, as demonstrated by the pupil’s ability to:
(a) Improve the academic self-concept of the pupil;
(b) Develop skills that contribute to effective learning and use those skills to improve the ability of the pupil to learn;
(c) Achieve success in school;
(d) Develop and implement plans which enable the pupil to achieve his or her goals; and
(e) Understand the relationship between the education of the pupil and his or her life experiences.
2. For the area of career development, how to provide the foundation for the development of skills, attitudes and knowledge which are necessary for the pupil to make a successful transition from school to his or her career and from career to career throughout his or her life span, as demonstrated by the pupil’s ability to:
(a) Develop an awareness of career choices and acquire information relating to those careers;
(b) Develop and implement employability skills;
(c) Identify the career goals of the pupil and acquire the knowledge necessary to achieve those goals; and
(d) Apply the skills necessary to achieve the pupil’s career goals.
3. For the area of personal and social development, how to develop the foundation for the personal and social development of the pupil as the pupil progresses from kindergarten through high school and into adulthood, as demonstrated by the pupil’s ability to:
(a) Acquire self-knowledge and interpersonal and personal safety skills, including, without limitation, safety skills relating to the use of electronic technology and electronic devices; and
(b) Apply self-knowledge when making decisions, setting goals and taking the necessary actions to achieve those goals.
(Added to NAC by Bd. of Education by R010-03, eff. 10-30-2003; A by R169-12, 11-1-2012)
PREKINDERGARTEN, ELEMENTARY SCHOOL, MIDDLE SCHOOL AND JUNIOR HIGH SCHOOL
Prescribed Courses
NAC 389.195 Elementary school. (NRS 385.080, 385.114, 389.021, 389.520)
1. The State Board of Education prescribes the following courses of study for elementary schools:
(a) Reading.
(b) Language.
(c) Social studies.
(d) Mathematics.
(e) Science.
(f) Visual arts.
(g) Music theory and practice.
(h) Health.
(i) Physical education.
(j) Computer education and technology.
(k) Dance theory and practice.
(l) Theater.
(m) Media arts.
2. In addition to the courses prescribed by subsection 1, a course of study in academic achievement, career exploration, and personal and social development is prescribed for pupils in seventh or eighth grade.
3. A local school board may offer:
(a) A course in a world language as an elective course for pupils in kindergarten through the eighth grade.
(b) A course in home and career skills as an elective course for pupils in seventh and eighth grades.
(Added to NAC by Bd. of Education, 8-26-85, eff. 8-1-86; A 5-27-92; R065-97, 12-10-97; R010-03, 10-30-2003; R063-14, 10-24-2014; R041-18, 6-26-2018; R043-18, 12-19-2018)
Instruction: Prekindergarten Through Second Grade
NAC 389.232 Kindergarten: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in English language arts must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.237 Kindergarten: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for kindergarten are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for kindergarten may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. For the 2011-2012 school year and each school year thereafter, instruction in kindergarten in mathematics must be designed so that by the completion of kindergarten, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.2372 Kindergarten: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in kindergarten, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Move to a variety of sensory stimuli; and
(2) Identify basic locomotor and nonlocomotor movements.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Improvise dance that has a beginning, middle and end; and
(2) Articulate feelings or ideas through movement.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Apply recommendations for change to movements in dance; and
(2) Demonstrate a dance movement using pictures or symbols.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Create still and moving body shapes that vary in size and dimension;
(2) Demonstrate tempo with movement; and
(3) Identify the characteristics of movement.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate same side and cross-body locomotion and nonlocomotion;
(2) Demonstrate safe movement; and
(3) Repeat and recall movements.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Dance for and with others; and
(2) Use props as a part of dance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify a movement that repeats in a dance; and
(2) Demonstrate observed or performed dance movements.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to use simple vocabulary commonly used in the field of dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to demonstrate a movement seen in a dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Identify an emotion experienced while observing or engaging in dance; and
(2) Express a work of visual art through dance.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe a movement performed in dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2374 Kindergarten: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in kindergarten, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming and creative play.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to use tools or form plans or models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Create content for productions of media art; and
(2) Change the content and form of media art and the manner in which media art is presented.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Identify basic skills used to create and present works of media art;
(2) Demonstrate creative skills in the context of a production of media art; and
(3) Practice creating media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Share roles with others when presenting works of media art; and
(2) Identify reactions to shared presentations of works of media art.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Share components and messages of works of media art; and
(2) Identify how different types of media art creates different experiences.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to share observations concerning a variety of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify potential changes to works of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Apply personal choices when creating works of media art; and
(2) Share his or her experiences of works of media art created by others.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to his or her life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2376 Kindergarten: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in kindergarten, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Explore and experience concepts relating to music, including, without limitation, pulse and melodic contour; and
(2) Conceive musical ideas, including, without limitation, movements and motifs.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Select and demonstrate musical ideas; and
(2) Organize musical ideas using iconic notation or recording technology.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply feedback to improve musical ideas; and
(2) Demonstrate a final version of a musical idea to other pupils.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Demonstrate and describe personal interest in varied musical selections;
(2) Compare and contrast a variety of music selected for performance;
(3) Demonstrate an awareness of the expressive qualities of a musical selection and the manner in which those qualities represent the intent of the creator of the selection; and
(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply feedback to:
(1) Improve performances; and
(2) Better emphasize the expressive qualities of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) With expression; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) List and demonstrate musical preferences; and
(2) Listen to and identify musical concepts including, without limitation, pulse and melodic direction, in a piece of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interact with expressive qualities of music, including, without limitation, dynamics and tempo, to reflect the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply personal preferences when evaluating music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.238 Kindergarten: Social studies. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in kindergarten in social studies must be designed so that pupils meet the following performance standards by the completion of kindergarten:
1. For the area of social studies disciplinary skills, with prompting and support:
(a) Generate compelling questions to explore how learning and working together builds a classroom community.
(b) Generate supporting questions relating to the compelling questions developed pursuant to paragraph (a).
(c) Using a primary resource from the school in which the pupil is enrolled or the community in which the pupil lives, develop a reasonable idea about:
(1) Who created the primary resource.
(2) Where the primary resource was created.
(3) Why the primary resource was created.
(4) When the primary resource was created.
(d) Construct responses to compelling questions generated pursuant to paragraph (a) using examples.
(e) Construct organized explanations of relevant concepts for various audiences and purposes.
(f) Participate in a structured academic discussion using evidence and reasoning.
(g) List and discuss actions by a person or a group that can be taken to address local, regional or global problems.
(h) Use deliberative and democratic procedures to take action about an issue in the classroom of the pupil, the school in which the pupil is enrolled or the community in which the pupil lives.
2. For the area of history, compare life in the past to the life of the pupil in the community in the present.
3. For the area of geography:
(a) Use simple geographic models to describe spaces at the home in which the pupil lives and the school in which the pupil is enrolled.
(b) Explain why and how persons move from one location to another location in a community.
4. For the area of economics, give examples of choices that are made because of the scarcity of resources.
5. For the area of civics:
(a) Describe an action that exemplifies civic dispositions and democratic principles, including, without limitation:
(1) Deliberative discussion;
(2) Equality;
(3) Freedom;
(4) Liberty; and
(5) Respect for the individual rights of a person.
(b) Compare and contrast rules from different places and cultures.
(c) Describe how a person can work to improve his or her community.
6. For the area of multicultural education:
(a) Share and discuss stories that illustrate honesty, courage, friendship, respect and responsibility.
(b) Explore strategies to resolve conflict in the classroom in which the pupil is enrolled.
(c) Identify diverse cultural celebrations, events, holidays and symbols, and, if applicable, identify the dates of such items on a calendar.
(d) Describe ways in which pupils and families are alike and different across diverse cultures.
(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)
NAC 389.239 Kindergarten: Science. (NRS 385.080, 385.110, 389.0185, 389.520) Instruction in kindergarten in science must be designed so that pupils meet the following performance standards by the completion of kindergarten:
1. For the area of physical science, understand:
(a) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:
(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.
(2) Analyze data to determine if a design solution works as intended to change the speed or direction of an object by pushing or pulling the object.
(b) Energy, as demonstrated by the ability of the pupil to:
(1) Make observations to determine the effect of sunlight on the surface of the earth.
(2) Use tools and materials to design and build a structure to reduce the warming effect of sunlight on an area.
2. For the area of life science, understand the structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to use observations to describe patterns of the things plants and animals, including humans, need to survive.
3. For the area of earth science, understand:
(a) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Use and share observations of local weather conditions to describe patterns over time.
(2) Construct an argument supported by evidence for how plants and animals, including humans, are able to change the environment to meet their needs.
(b) The earth and human activity on earth, as demonstrated by the ability of the pupil to:
(1) Use a model to represent the relationship between the needs of different plants or animals, including humans, and the places they live.
(2) Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
(3) Communicate solutions that will reduce the impact of humans on land, water, air and other living things in the local environment.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Ask questions, make observations and gather information about a situation for which a change is desired to define a simple problem that can be solved through the development of a new or improved object or tool.
(b) 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.
(c) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of the performance of each object.
(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; R141-14, 10-27-2015)
NAC 389.2413 Kindergarten: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in kindergarten, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Invent dramatic play; and
(2) Use materials to create props, puppets or costumes.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Interact with other pupils to create dramatic play; and
(2) Demonstrate original ideas when engaging in dramatic play.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to ask and answer questions when engaging in dramatic play.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to identify characters and setting in dramatic play.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Identify voice and sound in dramatic play; and
(2) Experiment with various technical elements in dramatic play.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to use voice and sound when engaging in dramatic play or guided drama.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to respond emotionally to characters in dramatic play.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify preferences in dramatic play or theatrical performances that are appropriate for the age of the pupil; and
(2) Name and describe settings in dramatic play.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to collaborate with other pupils according to a prescribed protocol when engaging in dramatic play.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify similarities between himself or herself and characters in dramatic play.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Apply knowledge from other areas when engaging in dramatic play;
(2) Identify stories that differ from each other when engaging in dramatic play; and
(3) Use dramatic play to tell a story.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2415 Kindergarten: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in kindergarten, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Explore the use of materials to create visual art; and
(2) Collaborate with teachers and other pupils to solve problems relating to the creation of visual art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Experiment to build skills for the creation of visual art;
(2) Identify safe and nontoxic materials and tools for the creation of visual art; and
(3) Create visual art that represents natural and constructed environments.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to explain the process used to create visual art.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select pieces of visual art for a personal portfolio.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Identify the rationale for saving or displaying works of visual art; and
(2) Explain the purpose of a portfolio or collection of works of visual art.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify and explain the purpose of an art museum.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Identify types of visual art and uses of visual art in personal spaces; and
(2) Describe what an image represents.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to describe relevant details in visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to explain his or her reasons for preferring a particular work of visual art.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that tells a story about a personal experience.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify the purpose of a work of visual art.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2418 First grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the first grade in English language arts must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.24195 First grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the first grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the first grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for mathematics offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the first grade in mathematics must be designed so that by the completion of the first grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.24196 First grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in first grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Move to a variety of sensory stimuli and identify the source of the stimuli; and
(2) Perform a variety of movements while dancing.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Improvise a dance that has a beginning, middle and end; and
(2) Articulate feelings, ideas or musical phrases through movement.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Apply recommendations for change to movements in dance; and
(2) Demonstrate a dance movement using pictures or symbols.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Demonstrate movement that change the shapes and direction of the pupil’s body;
(2) Recognize steady beat and move to varying tempos of steady beat; and
(3) Identify the characteristics of movement using vocabulary that is commonly used in the field of dance.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate a range of movements, body shapes, levels and directionality;
(2) Demonstrate safe and respectful movement in group formations; and
(3) Modify movement and spatial arrangement.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Dance for and with others while maintaining the performance space of the pupil; and
(2) Use props to enhance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify a movement that repeats in a dance to make a pattern; and
(2) Demonstrate observed or performed dance movements from a specific genre or culture.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to use simple vocabulary commonly used in the field of dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to identify and explain the personal impact of a movement seen in a dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Identify a movement in a dance that communicates a familiar experience; and
(2) Demonstrate, through dance, the major ideas of a story.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to perform a dance from a different culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.24197 First grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in first grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming, sketching and modeling.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Create content for productions of media art; and
(2) Change the content and form of media art and the manner in which media art is presented.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Describe skills used to create and present works of media art and roles in the creation and presentation of media art;
(2) Demonstrate creative skills in the context of a production of media art; and
(3) Practice creating media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Share roles with others when presenting works of media art; and
(2) Identify reactions to shared presentations of works of media art.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Identify components and messages of works of media art; and
(2) Identify how different types of media art create different experiences.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to identify the message of a variety of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify effective and ineffective aspects of a work of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Apply personal choices when creating works of media art; and
(2) Describe the meaning of a work of media art.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to his or her life and culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.24198 First grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in first grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Create musical ideas for a specific purpose; and
(2) Generate musical ideas in multiple tonalities and meters.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate and discuss reasons for selecting particular music to express intent; and
(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply feedback to refine musical ideas; and
(2) Present music in a manner that conveys the intent of musical ideas to an audience.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select and discuss varied musical repertoires;
(2) Listen to, sing, perform and respond to music in a selected repertoire;
(3) Analyze, classify or compare and contrast selected music;
(4) Read and perform rhythmic patterns using iconic or standard notation;
(5) Convey the expressive qualities of music through performance; and
(6) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Apply feedback to refine performances; and
(2) Use suggested rehearsal strategies to address challenges in interpreting music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) With expression; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Identify the manner in which personal interests influence the selection of music for a specific purpose; and
(2) Identify the manner in which specific musical concepts are used in various styles of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify expressive qualities, including, without limitation, dynamics and tempo, and describe how those expressive qualities reflect the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply personal preferences when evaluating music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2421 First grade: Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for social studies offered in public schools. Instruction in the first grade in social studies must be designed so that pupils meet the following performance standards by the completion of the first grade:
1. For the area of social studies disciplinary skills, with prompting and support:
(a) Generate compelling questions relating to the places persons live and work.
(b) Generate supporting questions relating to the compelling questions generated pursuant to paragraph (a).
(c) Using primary resources from the school in which the pupil is enrolled or the community in which the pupil lives, determine for two or more primary resources:
(1) Who created each primary resource.
(2) Where each primary resource was created.
(3) Why the primary resource was created.
(4) When each primary resource was created.
(d) Construct responses to compelling questions generated pursuant to paragraph (a) using examples.
(e) Construct organized explanations of relevant concepts for various audiences and purposes.
(f) Participate in a structured academic discussion using evidence and reasoning.
(g) List and discuss actions by a person or a group that can be taken to address problems in a community.
(h) Use deliberative and democratic procedures to take action about an issue in the community in which the pupil lives.
2. For the area of history, compare the lives of persons who lived in the local community in the past to the lives of persons who live in the local community at the present time for different cultures in the community.
3. For the area of geography:
(a) Use simple geographic models created by the pupil to describe the environmental and physical characteristics of the community in which the pupil lives.
(b) Describe how the environment impacts how persons live and the work that persons do.
4. For the area of economics:
(a) Describe the role of financial institutions and other businesses in the community in which the pupil lives.
(b) Compare the goods and services that persons in the community in which the pupil lives produce and those that are produced in a community in which the pupil does not live.
5. For the area of civics:
(a) Give examples of how all persons, not just official leaders, play important roles in the community.
(b) Explain the purpose of different governmental functions, including, without limitation:
(1) Collecting garbage;
(2) Passing laws;
(3) Enforcing laws; and
(4) Building roads and schools.
(c) Describe a situation that exemplifies civic dispositions and democratic principles, including, without limitation:
(1) Deliberative discussion;
(2) Equality;
(3) Freedom;
(4) Liberty; and
(5) Respect for the individual rights of a person.
(d) Compare and contrast the different ways in which persons work to improve the communities in which they live.
6. For the area of multicultural education:
(a) Share and discuss stories that illustrate honesty, courage, friendship, respect and responsibility, and be able to explain how the stories show each quality.
(b) Demonstrate the ability to resolve conflicts.
(c) Describe ways in which pupils and families are alike and different across diverse cultures.
(d) Identify and compare different cultural practices and traditions in the community in which the pupil lives.
(e) Discuss the importance of culturally, racially and ethnically diverse persons in building a strong and equitable community.
(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)
NAC 389.2423 Prekindergarten through second grade: Health. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in prekindergarten, kindergarten, first grade and second grade in health must be designed so that pupils meet the following performance standards by the completion of the second grade:
1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
(a) Identify behaviors concerning the health of a person that impact personal health;
(b) Identify basic human anatomy, including, without limitation, the eyes, nose, ears and teeth;
(c) Identify and respect the physical, emotional and intellectual differences of persons;
(d) Recognize the right of a person to feel comfortable and safe;
(e) Define the safe personal space of the pupil and the safe personal space of other persons;
(f) Describe how healthy eating and participating in daily physical activities promote health and well-being;
(g) Identify substances which benefit the body and substances which are harmful to the body;
(h) Recognize methods for preventing injuries and avoiding hazards common to children;
(i) Identify school personnel and health and safety officials, including, without limitation, law enforcement officers and emergency personnel;
(j) Recognize germs which may cause illnesses and diseases and measures which can be taken to help prevent the spread of those illnesses and diseases; and
(k) Identify elements of the environment which may affect the health of a person, including, without limitation, the sun, air, water, soil, food and pollutants.
2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to identify:
(a) Persons who are trustworthy to help promote health;
(b) Providers of health care; and
(c) Safety practices while using an electronic device, including, without limitation, a computer and a cellular phone.
3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:
(a) Identify responsible health behaviors;
(b) Select foods that are healthy and help a person grow;
(c) Explore movements that promote a lifestyle which is active and healthy; and
(d) Identify the actions that may be taken for the personal safety of a person, including, without limitation, use of safety precautions while exposed to the sun, use of a helmet, obeying pedestrian rules, use of a safety belt, exercising safety around guns, use of emergency 911 services, using proper fire safety procedures and taking general safety precautions.
4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:
(a) Identify different sources that influence behaviors which affect personal health;
(b) Discuss the nutrition and physical activities of families from diverse cultures; and
(c) Discuss different sources of influence that promote the use of substances which benefit the body and substances which are harmful to the body.
5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:
(a) List healthy ways to communicate the wants, needs and feelings of the pupil and to listen to other persons who express wants, needs and feelings;
(b) Identify ways in which the pupil may respond to and report a situation that is unwanted, threatening or dangerous to the pupil or another person;
(c) Identify the potential dangers in digital environments and how to report a situation that is potentially unsafe; and
(d) Identify ways in which the pupil may safely respond to a situation in which another person is being bullied or made to feel unsafe.
6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Define the terms “short-term personal health goal” and “long-term personal health goal”;
(b) Develop goals for practicing daily habits which promote health, including, without limitation, personal hygiene, safety precautions while exposed to the sun, nutrition and physical activity;
(c) Identify resources to assist the pupil with developing short-term personal health goals and long-term personal health goals, including, without limitation, goals concerning recycling, water conservation, proper disposal of garbage and trash, and food choices; and
(d) Identify goals for interpersonal safety while using media and technology.
7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:
(a) Identify ways to promote personal and family health;
(b) Identify messages regarding consumer and environmental health; and
(c) Identify the behavior demonstrated by:
(1) A bystander who is present at an event or incident but does not take part; and
(2) A person who is present at an event or incident and intervenes appropriately if the person determines such intervention is necessary for the personal health of the person or the health of another person, the family of the person or the community.
8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Discuss choices which are beneficial and choices which are harmful to the health of the pupil;
(b) Identify resources and persons that assist in making decisions to enhance the health of the pupil;
(c) Identify situations which require decisions regarding the health of a person;
(d) Differentiate between situations in which a pupil must make a decision regarding health alone and situations in which a pupil must make a decision regarding health with the assistance of another person; and
(e) Identify the steps to take if the pupil becomes lost or separated from a parent, guardian or caregiver.
9. As used in this section, “prekindergarten” means a developmental program offered by a school district or charter school for pupils with special needs.
(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018)
NAC 389.2424 Kindergarten through second grade: Computer education and technology. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in kindergarten through the second grade in computer education and technology, including, without limitation, computer science and computational thinking, must be designed so that pupils meet the following performance standards by the completion of the second grade:
1. For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:
(a) Use digital tools to brainstorm and organize ideas;
(b) Create an original work using a variety of digital tools to demonstrate personal or group expression;
(c) With assistance from the teacher, use digital models and simulations; and
(d) Identify patterns and predict possibilities in data from the classroom using digital tools.
2. For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:
(a) Work in groups in the classroom to create and publish digital products;
(b) Communicate information and ideas to other pupils and the parents of the pupil using digital text and illustrations;
(c) Use digital resources to learn about places, persons, celebrations and maps; and
(d) Work in a team to solve problems using digital tools.
3. For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:
(a) Determine the steps necessary to answer a question using digital tools;
(b) Identify and organize keywords and use multiple sources to answer a question;
(c) Recognize that different sources of information and digital tools are appropriate for completing different tasks; and
(d) Collect and display data using a variety of technological resources and report the results.
4. For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:
(a) Investigate a problem that arises in an everyday situation using digital resources;
(b) Use a digital planning tool;
(c) Use data to answer a problem that arises in an everyday situation using digital tools; and
(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations using digital tools.
5. For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:
(a) List the rules of the classroom governing the safe use of technology;
(b) List potential dangers in digital environments and how to report situations that are potentially unsafe;
(c) Use technologies in learning activities;
(d) Describe how technology can enhance learning; and
(e) Describe what it means to use technology in an appropriate manner and the responsibilities associated with using technology.
6. For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:
(a) List examples of technological tools;
(b) Use proper techniques for basic keyboarding skills;
(c) Use software that is appropriate for the age of the pupil;
(d) Demonstrate proper care of equipment; and
(e) Use routine procedures for the technological tools in the classroom.
7. For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:
(a) Model daily processes by creating and following sets of step-by-step instructions to complete tasks;
(b) Debug a sequence of instructions that includes loops by identifying and fixing errors in the sequence;
(c) Describe the iterative process of the development of a program;
(d) Develop plans that describe the sequence of events, goals and expected outcomes of a program;
(e) Give attribution when using the ideas and creations of others while developing a program;
(f) Model the manner in which a program stores and manipulates data by using numbers or other symbols to represent information;
(g) Develop a program with sequences and loops to express an idea or address a problem; and
(h) Break down the steps needed to solve a problem into a precise sequence of instructions.
8. For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:
(a) Use appropriate terminology to identify and describe the function of common physical components of a computer system;
(b) Recognize that some computing devices are able to perform a variety of tasks and some computing devices are specialized;
(c) Select and operate an appropriate computing device and software to perform a variety of tasks;
(d) Recognize that each person who uses technology has different needs and preferences for the technology that he or she uses; and
(e) Describe basic hardware and software problems using accurate terminology.
9. For the areas of data and analysis, demonstrate an understanding of storage, as demonstrated by the ability of the pupil to:
(a) Recognize that data is able to be collected and stored on different computing devices over time;
(b) Recognize that a variety of data is able to be stored on and retrieved from a computing device; and
(c) Define the information stored on a computing device as data and store, copy, search, retrieve, modify and delete such data using a computing device.
10. For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:
(a) Understand how computing devices have changed the lives of persons;
(b) Compare the manner in which persons have lived and worked before and after the availability or adoption of new computing technology;
(c) Exhibit good digital citizenship by using technology safely, responsibly and ethically;
(d) Work respectfully and responsibly with others online; and
(e) Identify safe and unsafe examples of online communications.
11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, as demonstrated by the ability of the pupil to:
(a) Explain the manner in which a password protects the privacy of information;
(b) Explain why personal information is kept private;
(c) Explain what a password is and the purpose of a password; and
(d) Use a strong password to protect devices and information from unauthorized access.
(Added to NAC by Bd. of Education by R008-10, eff. 6-30-2010; A by R041-18, 6-26-2018)
NAC 389.24245 First grade: Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the first grade, pupils must know and be able to do everything required in kindergarten for science offered in public schools. Instruction in the first grade in science must be designed so that pupils meet the following performance standards by the completion of the first grade:
1. For the area of physical science, understand waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:
(a) Plan and conduct investigations to provide evidence that vibrating materials can make sound waves and that sound waves can make materials vibrate.
(b) Make observations to construct an evidence-based account that objects can be seen only when illuminated by light waves.
(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.
(d) Use tools and materials to design and build a device that uses light or sound waves to solve the problem of communicating over a distance.
2. For the area of life science, understand:
(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:
(1) Use materials to design a solution to a human problem by mimicking how plants and animals use their external parts to help them survive, grow and meet their needs.
(2) Read texts and use media to determine patterns in the behavior of parents and their offspring that help the offspring survive.
(b) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to make observations to construct an evidence-based account that young plants and animals, including humans, are similar to, but not exactly the same as, their parents.
3. For the area of earth science, understand the earth’s place in the universe, as demonstrated by the ability of the pupil to:
(a) Use observations of the sun, moon and stars to describe patterns that can be predicted.
(b) Make observations at different times of the year to relate the amount of daylight to the time of year.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Ask questions, make observations and gather information about a situation which persons have a desire to change to define a simple problem that can be solved through the development of new or improved objects or tools.
(b) 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.
(c) Analyze data from testing two objects designed to solve the same problem to compare the strengths and weaknesses displayed by each object.
(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)
NAC 389.24247 First grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in first grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Propose characters as options for inclusion in a guided drama;
(2) Use materials to create props, puppets or costumes; and
(3) Identify ways to use gestures and movements to create or retell a story.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Contribute to the development of a sequential plot for a guided drama; and
(2) Collaborate with others to make decisions concerning a guided drama.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Adapt the plot of a guided drama;
(2) Identify similarities and differences in sound and movement that occurs in a guided drama; and
(3) Create multiple representations of a single object in a guided drama.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Describe the actions and dialogue of characters in a guided drama; and
(2) Use gestures and voice to communicate the traits and emotions of characters in a guided drama.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Explain the importance of physical movement in a guided drama; and
(2) Identify technical elements in a guided drama.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to use movement and gestures to communicate emotions in a guided drama.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a guided drama.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Explain preferences and emotions in a guided drama;
(2) Identify causes of the actions of characters in a guided drama; and
(3) Explain the personal emotions and choices of a character in a guided drama.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Add to the ideas of others in a guided drama;
(2) Identify props and costumes for use in a guided drama; and
(3) Compare and contrast the experiences of characters in a guided drama.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify the emotions of characters and relate those emotions to personal experience.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Apply knowledge from other areas when engaging in dramatic play;
(2) Identify stories that differ from each other when engaging in dramatic play; and
(3) Collaborate with others to create a short scene in a guided drama.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.24249 First grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in first grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Explore and collaborate with teachers and other pupils in the use of materials to create visual art; and
(2) Prepare materials to create visual art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Experiment to build skills for the creation of visual art;
(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and
(3) Identify how elements of design influence human interactions with objects.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields to describe artistic choices.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select pieces of visual art for a personal portfolio.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to ask and answer questions concerning the presentation of a personal portfolio.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify the roles and responsibilities of people who work in museums.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Compare images that represent the same subject; and
(2) Describe images that represent life experiences.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to categorize the subject matter of works of visual art by identifying the characteristics of media and composition.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to classify works of visual art based on the preferences of the pupil.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to identify reasons that people create visual art.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify the purpose of a work of visual art from another period in history.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2425 Second grade: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in kindergarten, first grade and second grade in physical education must be designed so that pupils meet the following performance standards by the completion of the second grade:
1. Demonstrate competency in the motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:
(a) Demonstrate the basic elements of forms of movement;
(b) Perform a variety of basic manipulative skills in isolation;
(c) Perform simple motor skills and patterns of movement; and
(d) Demonstrate safe practices while participating in physical activities.
2. Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:
(a) Recognize the basic elements of forms of movement;
(b) Demonstrate basic game strategies while participating in physical activities; and
(c) Identify appropriate safety practices concerning spatial awareness with regard to oneself and other persons.
3. Participate regularly in physical activities, as demonstrated by the ability of the pupil to:
(a) Demonstrate the difference between sedentary, light, moderate and vigorous physical activity;
(b) Apply healthy patterns of activity by participating regularly in physical activity; and
(c) Demonstrate various ways to be physically active on a daily basis.
4. Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:
(a) Practice health-related components of fitness in various physical activities; and
(b) Identify the physiological signs of light, moderate and vigorous physical activity.
(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)
NAC 389.2431 Second grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the second grade in English language arts must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.2433 Second grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the second grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the second grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the second grade:
1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:
(a) Recognize the need for information by giving examples of situations in which information beyond the pupil’s own knowledge is needed to resolve an information problem or question.
(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by selecting examples of accurate and inaccurate information and complete and incomplete information.
(c) Formulate questions by stating at least one broad question that will help in finding the needed information.
(d) Identify a variety of potential sources of information by listing several sources of information and explaining the kind of information found in each source.
(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding the needed information.
(f) Distinguish among fact, point of view and opinion by recognizing those concepts in various sources and products of information.
(g) Select information appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.
(h) Organize information for practical application by describing several ways to organize information, including chronologically, topically and hierarchically.
(i) Integrate new information into a pupil’s existing knowledge by recognizing and understanding new information and ideas.
(j) Apply information using critical thinking and problem-solving skills by identifying information that meets a particular need for information.
(k) Produce and communicate information and ideas in appropriate formats by naming a variety of different formats for presenting different kinds of information.
2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:
(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:
(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and
(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.
(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by organizing and presenting basic information gathered by the pupil relating to those topics of personal interest.
(c) Function as a competent and self-motivated reader by explaining and discussing various examples of fiction.
(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.
(e) Develop creative methods of conveying information in a variety of formats by expressing information and ideas creatively in simple formats.
(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by retracing the steps the pupil took to find information and explaining which were most useful for resolving a problem or question concerning the information.
3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.
(b) Respect the principle of equitable access to information by explaining why it is important for all pupils to have access to information, information sources and information technology.
(c) Respect the principles of intellectual freedom by defining or giving examples of “intellectual freedom.”
(d) Respect intellectual property rights by giving examples of what it means to respect intellectual property rights.
(e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.
(f) Share and contribute knowledge and information with other pupils in groups by seeking and communicating specific facts, opinions and points of view related to information problems or questions.
(g) Respect the ideas and backgrounds of other pupils and acknowledge the contributions of other pupils by describing their ideas accurately and completely.
(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:
(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;
(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and
(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.
(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)
NAC 389.2436 Second grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the second grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the second grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the second grade in mathematics must be designed so that by the completion of the second grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.2437 Second grade: Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the second grade in social studies must be designed so that pupils meet the following performance standards by the completion of the second grade:
1. For the area of social studies disciplinary skills, with prompting and support:
(a) Generate compelling questions to explore the national identity and culture of the United States.
(b) Generate supporting questions relating to the compelling questions generated pursuant to paragraph (a).
(c) Analyze two or more primary sources to determine the point of view and perspective presented in each source.
(d) Construct responses to the compelling questions developed pursuant to paragraph (a) using reasoning, examples and relevant details.
(e) Construct organized explanations of relevant concepts for various audiences and purposes.
(f) Participate in a structured academic discussion using evidence and reasoning.
(g) List and discuss actions by a person or a group that can be taken to address local, regional or national problems.
(h) Use deliberative and democratic procedures to take action about an issue in the community in which the pupil lives.
2. For the area of history:
(a) Explore significant events that have shaped national identity in the United States.
(b) Identify major political leaders who have impacted the history of the United States.
(c) Identify how persons have made a difference in the communities in which they live.
3. For the area of geography:
(a) Locate on a map the places in which certain major historical events in the history of the United States occurred.
(b) Identify major landmarks in the United States that are associated with historical events.
(c) Examine how environmental characteristics shaped the development of the United States in the past and will continue to shape the development of the United States in the future.
(d) Describe why persons moved to the United States throughout the early history of the United States, including, without limitation, any cultural, economic, environmental, political or social reasons for doing so.
4. For the area of economics:
(a) Identify two or more times throughout the history of the United States when scarce resources led to conflict.
(b) Identify how natural resources were used in the past to produce goods and services and how such resources are used in the present to produce goods and services.
5. For the area of civics:
(a) Explain how diverse persons have played important roles in developing the civic identity of the United States to include, without limitation, the following civic dispositions and democratic principles:
(1) Deliberative discussion;
(2) Equality;
(3) Freedom;
(4) Liberty; and
(5) Respect for the individual rights of a person.
(b) Describe the role and responsibilities of the President of the United States.
(c) Determine the civic dispositions and democratic principles that have influenced the United States.
(d) Describe the rights and responsibilities of citizenship in the United States.
6. For the area of multicultural education:
(a) Examine major events throughout the history of the United States to understand how discrimination against and the oppression of various racial and ethnic groups contributed towards movements for social justice.
(b) Explain how, throughout the history of the United States, different groups have worked through conflicts when solving problems.
(c) Identify and compare different cultural practices and traditions in the United States.
(d) Discuss the contributions made by culturally, racially and ethnically diverse persons throughout the history of the United States and the positive impacts of such contributions.
(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)
NAC 389.244 Second grade: Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the second grade, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in the second grade in science must be designed so that pupils meet the following performance standards by the completion of the second grade:
1. For the area of physical science, understand matter and its interactions, as demonstrated by the ability of the pupil to:
(a) Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
(b) Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
(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.
(d) Construct an argument with evidence that some changes caused by heating or cooling are able to be reversed and some are not.
2. For the area of life science, understand:
(a) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to:
(1) Plan and conduct an investigation to determine if plants need sunlight and water to grow.
(2) Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
(b) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to make observations of plants and animals to compare the diversity of life in different habitats.
3. For the area of earth science, understand:
(a) The earth’s place in the universe, as demonstrated by the ability of the pupil to use information from several sources to provide evidence that events affecting the earth can occur quickly or slowly.
(b) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
(2) Develop a model to illustrate the shapes and kinds of land and bodies of water in an area.
(3) Obtain information to demonstrate where water is found on earth and that water can be solid or liquid.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Ask questions, make observations and gather information about a situation which persons desire to change to define a simple problem that can be solved through the development of new or improved objects or tools.
(b) 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.
(c) Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of the performance of each object.
(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)
NAC 389.2442 Second grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in second grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Move to a variety of stimuli; and
(2) Combine body movements to express the elements of dance.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Improvise a dance that has a beginning, middle and end; and
(2) Perform a movement that expresses a main idea or emotion.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Apply recommendations for change to movements in dance; and
(2) Create levels in a variety of dance movements using pictures or symbols.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Demonstrate movements that change the shape, level and direction of the pupil’s body;
(2) Identify and move on the downbeat and correlate metric phrases with the phrasing of movement; and
(3) Demonstrate kinesthetic awareness while dancing.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate a range of movements, body shapes and directionality;
(2) Use safe and respectful movement in group formations; and
(3) Repeat movements with an awareness of spatial arrangements.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Dance for and with others while maintaining the performance space of the pupil; and
(2) Use production elements in a dance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify movements in a dance that make a pattern; and
(2) Demonstrate observed or performed dance movements from a specific genre or culture.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify meaning and intent in a dance performance using contextual cues.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to discuss the successful elements of a dance using terminology commonly used in the field of dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to create:
(1) A dance that expresses personal meaning; and
(2) Movement in response to a dance.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to make connections between a dance to the environment in which the dance was created and the people who created the dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2444 Second grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in second grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to share ideas and works of media art through brainstorming and improvising.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Use basic principles of media art to construct content for productions of media art; and
(2) Describe the effects of changes to the content, form or presentation of a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine forms of art and media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;
(2) Creative skills in the context of a production of media art; and
(3) Methods for creating media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Identify and perform tasks necessary to present works of media art; and
(2) Identify reactions to shared presentations of works of media art.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Identify components and messages of works of media art; and
(2) Identify how different types of media art creates different experiences.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to determine the context, purpose and meaning of a variety of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify aspects in which a work of media art can be improved.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Apply personal experiences and interests when creating works of media art; and
(2) Describe the meaning of a work of media art.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to aspects of life and culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2446 Second grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in second grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Improvise rhythmic and melodic patterns for a specific purpose; and
(2) Generate musical patterns using tonalities and meters.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Explain reasons for selecting music to express a particular intent; and
(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Explain and apply feedback to refine musical ideas; and
(2) Present music in a manner that conveys the intent of musical ideas to an audience.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select and discuss varied musical repertoires;
(2) Listen to, sing, perform and respond to music in a selected repertoire;
(3) Analyze, classify or compare and contrast selected music;
(4) Read and perform rhythmic patterns using iconic or standard notation; and
(5) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Apply rubrics and feedback to evaluate performances; and
(2) Use suggested rehearsal strategies to address challenges in interpreting music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) Accurately; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and
(2) Describe the manner in which specific musical concepts are used in various styles of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music and apply personal preferences when evaluating music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2448 Second grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in second grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Propose new plot details for inclusion in a guided drama;
(2) Collaborate with others to develop scenery for a guided drama; and
(3) Identify ways to use voice and sounds to create or retell a story for a guided drama.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Contribute to the development of dialogue for a guided drama; and
(2) Collaborate with others to make decisions concerning a guided drama.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Adapt the dialogue of a guided drama;
(2) Adapt the sound and movement of a guided drama; and
(3) Create multiple representations of a single object in a guided drama.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Interpret the elements of the story of a guided drama; and
(2) Articulately describe the nuances of a character in a guided drama.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate relationships between body and voice in a guided drama; and
(2) Identify technical elements in a guided drama.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to collaborate and share ideas concerning a guided drama.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a guided drama.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Explain how preferences and emotions affect a guided drama;
(2) Identify the causes and consequences of the actions of characters in a guided drama; and
(3) Explain the personal emotions and choices of a character in a guided drama.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Add to the ideas of others in a guided drama;
(2) Use props and costumes to represent setting, characters or events in a guided drama; and
(3) Describe how characters respond to challenges in a guided drama.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to compare the experiences of different characters and relate those experiences to personal experience.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Apply knowledge from other forms of art when engaging in dramatic play;
(2) Identify similarities and differences of multiple cultures present in a guided drama; and
(3) Collaborate with others to create a short scene in a guided drama.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2451 Second grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in second grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Brainstorm approaches to a problem concerning designing a piece of art; and
(2) Create art to explore personal interests or curiosity.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Experiment to build skills for the creation of art;
(2) Demonstrate the safe use of materials, tools and equipment for the creation of art; and
(3) Repurpose an object to create a new work of art.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to discuss choices made when creating a work of art.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to categorize works of visual art for an exhibit based on a theme or concept.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to distinguish between varied materials and techniques for preparing and presenting a portfolio.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to analyze how the exhibition of art contributes to the community.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Describe aesthetic characteristics of natural and constructed environments; and
(2) Categorize images based on the expressive properties of the images.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to describe the relevant subject matter and characteristics of a work of visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields to express artistic preferences.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art relating to events in the home, school or community.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to compare and contrast the cultural uses of visual art from different times and places.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
Instruction: Third Grade
NAC 389.247 Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for English language arts.
3. For the 2011-2012 school year and each school year thereafter, instruction in the third grade in English language arts must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.248 Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the third grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the third grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the third grade:
1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:
(a) Recognize the need for information by:
(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;
(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and
(3) By selecting examples of accurate and inaccurate information and complete and incomplete information.
(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by explaining the differences between accurate and inaccurate information.
(c) Formulate questions by:
(1) Stating at least one broad question that will help in finding the needed information; and
(2) Stating both broad and specific questions that will help in finding the needed information.
(d) Identify a variety of potential sources of information by listing several sources of information and by explaining the kind of information found in each source.
(e) Develop and use successful strategies for locating information by listing some ideas for identifying and finding information that is needed.
(f) Determine accuracy, relevance and comprehensiveness by defining “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications.
(g) Distinguish among fact, point of view and opinion by:
(1) Recognizing those concepts in various sources and products of information; and
(2) Explaining how those concepts are different from the others.
(h) Identify inaccurate and misleading information by explaining how such information can lead to faulty conclusions.
(i) Select information that is appropriate to a specific problem or question by recognizing information that is applicable to that problem or question.
(j) Organize information for practical application by:
(1) Describing several ways to organize information, including chronologically, topically and hierarchically; and
(2) Organizing the information in different ways according to the specific information problem or question.
(k) Integrate new information into the pupil’s existing knowledge by:
(1) Recognizing and understanding new information and ideas; and
(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.
(l) Apply information in critical thinking and problem solving by:
(1) Identifying information that meets a particular need for information; and
(2) Using information from a variety of sources to resolve an information problem or question.
(m) Produce and communicate information and ideas in appropriate formats by:
(1) Naming a variety of different formats for presenting different kinds of information; and
(2) Choosing an appropriate format for presenting information from a variety of sources based on the information itself, the audience, and the nature of the information problem or question to determine the applicability of that format to a specific information problem or question.
2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:
(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:
(1) Occasionally seeking information about topics of personal interest or aspects of well-being; and
(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being.
(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:
(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and
(2) Creating solutions and methods of conveying information concerning those topics of personal interest.
(c) Function as a competent and self-motivated reader by:
(1) Explaining and discussing various examples of fiction; and
(2) Choosing fiction and other types of literature to read and analyze.
(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.
(e) Develop creative methods of conveying information in a variety of formats by:
(1) Expressing information and ideas creatively in simple formats; and
(2) Expressing information and ideas creatively in ways that combine several formats.
(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:
(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and
(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.
(g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those basic strategies.
3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources, contexts, disciplines and cultures by identifying several appropriate sources for resolving an information problem or question.
(b) Respect the principle of equitable access to information by:
(1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and
(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.
(c) Respect the principles of intellectual freedom by:
(1) Defining or giving examples of “intellectual freedom”; and
(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.
(d) Respect intellectual property rights by:
(1) Giving examples of what it means to respect intellectual property rights; and
(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.
(e) Use information technology responsibly by stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks.
(f) Share and contribute knowledge and information with other pupils in groups by:
(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and
(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.
(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:
(1) Describing the ideas of other pupils accurately and completely; and
(2) Encouraging consideration of ideas and information from all group members.
(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:
(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;
(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and
(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.
(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)
NAC 389.252 Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the third grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the third grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the third grade in mathematics must be designed so that by the completion of the third grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.254 Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the third grade in social studies must be designed so that pupils meet the following performance standards by the completion of the third grade:
1. For the area of social studies disciplinary skills:
(a) Generate compelling questions to explore the movement of persons throughout the world.
(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).
(c) Determine the credibility of one source by comparing it to another source about the same topic to corroborate the credibility of the source.
(d) Identify the difference between primary and secondary sources and explain why both are important to constructing a narrative of the past.
(e) Cite evidence that supports a response to a compelling question generated pursuant to paragraph (a) or a supporting question generated pursuant to paragraph (b).
(f) Construct responses to the compelling questions generated pursuant to paragraph (a) using reasoning, examples and relevant details.
(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.
(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.
(i) List and discuss actions by a person or a group that can be taken to address local, regional or global problems.
(j) Use deliberative and democratic procedures to take action about an issue.
2. For the area of history:
(a) Investigate the response of the government of the United States to migration and immigration.
(b) Compare and contrast conflicting historical perspectives about migration and immigration.
(c) Analyze the cultural contributions that different migrant groups have made to this State throughout history.
(d) Explore the impact of migration and immigration on global conflicts.
3. For the area of geography:
(a) Use a map to explain how the unique characteristics of a place affect the decisions of persons to relocate nationally and globally.
(b) Examine how environmental and cultural characteristics influence the choices of persons to live in different areas around the world.
(c) Explain how human settlements and movements relate to the physical geography and natural resources of a location.
(d) Describe how various cultures have interacted with and influenced each other.
4. For the area of economics:
(a) Identify how humans use natural resources, human resources and physical capital to produce goods and services to trade throughout the world.
(b) Explain why persons in one country trade goods and services with persons in other countries.
5. For the area of civics:
(a) Identify how democratic principles motivate persons to migrate from one nation to another.
(b) Identify and discuss examples of rules, laws and authorities that keep persons safe and property secure in societies throughout the world.
6. For the area of multicultural education:
(a) Examine major events throughout world history to understand how discrimination against and the oppression of various racial and ethnic groups have contributed towards movements for social justice.
(b) Analyze how migrants and immigrants interact with persons in the community to which they have moved.
(c) Analyze the contributions made by culturally, racially and ethnically diverse persons in various places throughout the world and any positive impacts of such contributions.
(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)
NAC 389.257 Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in third grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Move to a variety of stimuli; and
(2) Identify a problem relating to movement and demonstrate a solution.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Create simple movement patterns using choreographic devices; and
(2) Perform a movement that expresses a main idea or emotion.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise choices of movement in a dance; and
(2) Illustrate pathways in a dance using pictures or symbols.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Use the three-dimensionality of space when dancing;
(2) Differentiate between moving in time and out of time with music; and
(3) Modify movements to change the manner in which energy and dynamics are used in a dance.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate a range of movements, patterns and body alignments;
(2) Collaborate with others to change levels, directions and pathway designs in a dance; and
(3) Apply feedback from a critique of a dance.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Identify parts of the performance space using terminology commonly used in the field of dance; and
(2) Use production elements in a dance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify movements in a dance that make a pattern; and
(2) Demonstrate observed or performed dance movements from a specific genre or culture.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify, using contextual cues, meaning and intent in a dance performance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to compare and contrast movements from dances of specific genres or created by specific cultures using terminology commonly used in the field of dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast relationships expressed in dance to relationships with others; and
(2) Describe how events are communicated through movement.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to make connections to community, society and culture through dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.259 Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in third grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to develop ideas for works of media art using a variety of tools and methods.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Use media content to construct purposeful productions of media art; and
(2) Analyze how emphasizing different elements may alter messaging in a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;
(2) Creative skills in the context of a production of media art; and
(3) Appropriate use of tools and techniques while constructing works of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Identify and perform tasks necessary to present works of media art; and
(2) Identify processes for self-reflection and improvement of works of media art.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to identify:
(1) Components of message creation in works of media art; and
(2) How a variety of forms in works of media art can be used to manage the experience of the audience.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to determine the context, purpose and meaning of a variety of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify basic criteria for evaluating works of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Apply personal experiences and interests when creating works of media art; and
(2) Identify the manner in which a work of media art creates meaning and culture.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to relate works of media art to aspects of life and culture and appropriately respond to works of media art online.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.261 Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in third grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Improvise rhythmic and melodic patterns for a specific purpose; and
(2) Generate musical patterns using tonalities and meters.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Perform simple improvisations or compositions to express intent; and
(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Explain and apply feedback to refine musical ideas; and
(2) Present music in a manner that conveys the intent of musical ideas to an audience.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select and discuss varied musical repertoires;
(2) Listen to, sing, perform and respond to music in a selected repertoire;
(3) Analyze, classify or compare and contrast selected music;
(4) Read and perform rhythmic patterns using iconic or standard notation; and
(5) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Apply rubrics and feedback to evaluate performances; and
(2) Rehearse to refine the accuracy and expressive qualities of performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) Accurately; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and
(2) Describe the manner in which specific musical concepts are used in various styles of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.263 Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in third grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Create improvised stories for a theatrical work;
(2) Explain ideas for costumes, props and sets in a theatrical work; and
(3) Determine the manner in which traits of characters support a story in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Generate original ideas for a theatrical work; and
(2) Collaborate with others to make decisions concerning a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine the parameters of a theatrical work;
(2) Contribute to an improvised or scripted theatrical work; and
(3) Refine technical choices to support an improvised or scripted theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Create a theatrical work; and
(2) Articulately describe how movement and voice are used in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate relationships between body and voice in a theatrical work; and
(2) Identify technical elements in a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to collaborate and share ideas concerning a theatrical work.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to recall choices made while participating in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Analyze the personal experience of participating in a theatrical work;
(2) Develop a character using props or costume design to reflect a cultural perspective; and
(3) Analyze connections between personal experience and the emotions of a character in a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Explain how theatrical works are evaluated;
(2) Analyze technical elements from multiple theatrical works; and
(3) Analyze the perspective of the audience experiencing a theatrical work.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to make connections to community and culture in the context of a theatrical work.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify connections to social issues and other relevant content areas in a theatrical work;
(2) Explain how stories are adapted from literature to create a theatrical work; and
(3) Explain how stories are presented using different dramatic forms and genres and conventions of theater.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.265 Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in third grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Elaborate on ideas for the creation of visual art; and
(2) Create visual art to explore personal interests or curiosity.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Experiment to build skills for the creation of visual art;
(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and
(3) Construct representations of places encountered by pupils in their daily lives.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to add details to a work of visual art to enhance meaning.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to investigate and discuss limitations for exhibiting works of visual art.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to prepare works of visual art for presentation and preservation.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to explain how different cultures record and illustrate history through visual art.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Hypothesize about processes used to create works of visual art; and
(2) Determine the messages communicated by an image.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze the use of media to create content, form and mood.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to evaluate a work of visual art using a rubric.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art relating to events in the home, school or community.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to interpret the meaning of works of visual art from different times and places.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.284 Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the third grade, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in the third grade in science must be designed so that pupils meet the following performance standards by the completion of the third grade:
1. For the area of physical science, understand the forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:
(a) Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
(b) Make observations or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
(c) Ask questions to determine the cause and effect of electrical or magnetic interactions between two objects that do not make contact.
(d) Define a simple design problem that can be solved by applying scientific concepts about magnets.
2. For the area of life science, understand:
(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to develop models to illustrate that organisms have unique and diverse life cycles but that each organism experiences birth, growth, reproduction and death.
(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to construct arguments that some animals form groups that help members of the same species survive.
(c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to:
(1) Analyze and interpret data to provide evidence that plants and animals, including humans, have traits inherited from their parents and that variations of these traits exist in a group of similar organisms.
(2) Use evidence to support the explanation that traits can be influenced by the environment.
(d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to:
(1) Analyze and interpret data from fossils to provide evidence of the existence of organisms and the environments in which they lived.
(2) Use evidence to explain how the variations in characteristics among members of the same species may provide advantages to their ability to survive, find mates and reproduce.
(3) Construct an argument with evidence that in a particular habitat some organisms are able to survive better than others and some are not able to survive.
(4) Make a claim about the merit of a solution to a problem that is caused by a change in the environment that may cause the types of plants and animals that live in that environment to change.
3. For the area of earth science, understand:
(a) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
(2) Obtain and combine information to describe climates in different regions of the world.
(b) The earth and human activity on earth, as demonstrated by the ability of the pupil to make claims about the merits of design solutions that reduce the impact of weather-related hazards.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.
(b) Generate and compare multiple possible solutions to a problem based on the likelihood that each solution meets the criteria and constraints of the problem.
(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.
(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)
Instruction: Fourth Grade
NAC 389.286 Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in fourth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Generate ideas for choreography from stimuli; and
(2) Identify a problem relating to movement and demonstrate a solution.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Manipulate choreography to expand patterns of movement; and
(2) Develop a dance that expresses a main idea or emotion.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise choices of movement in a dance; and
(2) Demonstrate relationships between two or more dancers in a dance phrase.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Perform static and dynamic shapes with positive and negative space;
(2) Respond in movement to uneven rhythms; and
(3) Analyze movements and phrases using energy and dynamic changes.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate a range of movements when replicating patterns and sequences of movement;
(2) Perform techniques that extend range of movement and develop endurance; and
(3) Coordinate phrases and timing for dancers.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Establish formal performance space in an informal setting; and
(2) Use production elements in a dance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify movements in a dance that create a style or theme; and
(2) Demonstrate how dance styles differ within a specific genre or culture.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to identify meaning and intent in a dance performance using terminology commonly used in the field of dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to use terminology commonly used in the field of dance to describe movements in dances from different genres and cultures.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare the main idea of a dance to the personal experiences of the pupil; and
(2) Communicate information about a topic through choreography.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe movements in a specific genre or style of dance and make connections to community, society and culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2862 Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in fourth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to develop goals for works of media art using a variety of tools and methods.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to create plans or models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Use a variety of media content and components to construct purposeful productions of media art; and
(2) Demonstrate intentionality in a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) Skills used to create and present works of media art and roles in the creation and presentation of media art;
(2) Creative skills in the context of a production of media art; and
(3) Appropriate use of tools and techniques while constructing works of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Explain and perform tasks necessary to present and distribute works of media art; and
(2) Explain the results of presenting of works of media art and ways in which such presentations could be improved.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Describe how messages are created in works of media art; and
(2) Identify how a variety of forms in works of media art can be used to manage the experience of the audience.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to explain reactions to the content and messages of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply basic criteria for evaluating works of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to identify:
(1) Personal and external resources needed to create works of media art; and
(2) The manner in which a work of media art creates meaning and culture.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to analyze the manner in which works of media art influence life and culture and appropriately respond to works of media art online.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2864 Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in fourth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Improvise rhythmic and melodic patterns for a specific purpose;
(2) Generate musical patterns using tonalities and meters; and
(3) Describe how sounds can be used to represent moods and storylines.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Organize musical ideas for improvisations or compositions to express intent; and
(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and use criteria to evaluate and refine musical work; and
(2) Present music in a manner that conveys the intent of musical ideas to an audience.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select and discuss varied musical repertoires;
(2) Analyze, classify or compare and contrast selected music;
(3) Read and perform rhythmic patterns using iconic or standard notation; and
(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to describe how intent is conveyed in a selection of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) Accurately; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and
(2) Describe the manner in which specific musical concepts are used in various styles of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2866 Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in fourth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Create improvised stories relating to a given topic for a theatrical work;
(2) Design technical elements to support the story of a theatrical work; and
(3) Determine the manner in which traits of characters support a story in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Generate original ideas for a theatrical work; and
(2) Collaborate with others to make decisions concerning the presentation of a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine a theatrical work;
(2) Develop physical and vocal exercises to perform in preparation for a theatrical work; and
(3) Resolve technical problems that arise when rehearsing a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Modify dialogue and action in a theatrical work; and
(2) Develop a character in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Practice techniques to use when rehearsing or performing a theatrical work with a group; and
(2) Identify technical elements in a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to share a theatrical work with an audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to identify artistic choices made in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Compare and contrast personal experiences participating in different theatrical works;
(2) Compare and contrast the use of props or costume design to reflect the cultural perspective of different characters; and
(3) Identify physiological changes connected with emotions in a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Propose a rubric to evaluate theatrical works;
(2) Analyze how technical elements support the themes of a theatrical work; and
(3) Analyze how the choices of characters impact the perspective of the audience of a theatrical work.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify how a theatrical work reflects the perspective of a community or culture.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Respond to connections to social issues and other relevant content areas in a theatrical work;
(2) Identify cross-cultural approaches to storytelling in a theatrical work; and
(3) Compare past and present theatrical conventions.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2868 Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in fourth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Brainstorm approaches to a problem concerning designing a work of visual art; and
(2) Create visual art to explore personal interests or curiosity.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Invent approaches for the creation of visual art;
(2) Demonstrate the safe use of materials, tools and equipment for the creation of visual art; and
(3) Construct representations of places encountered by pupils in their daily lives.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to add details to a work of visual art to enhance meaning.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to analyze how evolving techniques impact the preservation and presentation of visual art.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Prepare works of visual art for presentation and preservation; and
(2) Analyze methods for presenting and protecting works of visual art.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to compare and contrast different venues for presenting visual art and the purposes of such venues.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Compare responses to a work of visual art; and
(2) Analyze components of visual art that convey a message.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze and interpret relevant contextual information in a work of visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to evaluate a work of visual art using a rubric.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that reflects cultural traditions.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to infer information about works of visual art from different times and places.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2931 Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the fourth grade in English language arts must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.2932 Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the fourth grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the fourth grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the fourth grade:
1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:
(a) Recognize the need for information by:
(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and
(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question.
(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:
(1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and
(2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.
(c) Formulate questions by:
(1) Stating at least one broad question that will help in finding the needed information; and
(2) Stating both broad and specific questions that will help in finding the needed information.
(d) Identify a variety of potential sources of information by:
(1) Listing several sources of information and explaining the kind of information found in each source; and
(2) Brainstorming a range of sources of information that will meet a need for information.
(e) Develop and use successful strategies for locating information by:
(1) Listing some ideas for identifying and finding the needed information; and
(2) Explaining and applying a plan to access the needed information.
(f) Determine accuracy, relevance and comprehensiveness by:
(1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications; and
(2) Comparing and contrasting sources related to a topic.
(g) Distinguish among fact, point of view and opinion by:
(1) Recognizing those concepts in various sources and products of information; and
(2) Explaining how each concept is different from the others.
(h) Identify inaccurate and misleading information by:
(1) Recognizing inaccurate and misleading information in sources and products of information; and
(2) Explaining how such information can lead to faulty conclusions.
(i) Select information that is appropriate to a specific problem or question by:
(1) Recognizing information that is applicable to that problem or question; and
(2) Analyzing information from a variety of sources to determine its applicability to that problem or question.
(j) Organize information for practical application by:
(1) Describing several ways to organize information, including chronologically, topically and hierarchically; and
(2) Organizing the information in different ways according to the specific information problem or question.
(k) Integrate new information into the pupil’s existing knowledge by:
(1) Recognizing and understanding new information and ideas; and
(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information.
(l) Apply information in critical thinking and problem solving by:
(1) Identifying information that meets a particular need for information; and
(2) Using information from a variety of sources to resolve an information problem or question.
(m) Produce and communicate information and ideas in appropriate formats by:
(1) Naming a variety of different formats for presenting different kinds of information; and
(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question.
2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:
(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:
(1) Occasionally seeking information about topics of personal interest or aspects of well-being;
(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and
(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.
(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:
(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest; and
(2) Creating solutions and methods of conveying information concerning those topics of personal interest.
(c) Function as a competent and self-motivated reader by:
(1) Explaining and discussing various examples of fiction;
(2) Choosing fiction and other types of literature to read and analyze; and
(3) Reading avidly and evaluating the strengths and weaknesses of literature read.
(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.
(e) Develop creative methods of conveying information in a variety of formats by:
(1) Expressing information and ideas creatively in simple formats; and
(2) Expressing information and ideas creatively in ways that combine several formats.
(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:
(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information; and
(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result.
(g) Devise basic strategies for revising, improving and updating self-generated knowledge by explaining those strategies.
3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources, contexts, disciplines and cultures by:
(1) Identifying several appropriate sources for resolving an information problem or question; and
(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.
(b) Respect the principle of equitable access to information by:
(1) Explaining why it is important for all pupils to have access to information, information sources and information technology; and
(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use.
(c) Respect the principles of intellectual freedom by:
(1) Defining or giving examples of “intellectual freedom”; and
(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.
(d) Respect intellectual property rights by:
(1) Giving examples of what it means to respect intellectual property rights; and
(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product.
(e) Use information technology responsibly by:
(1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks; and
(2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks.
(f) Share and contribute knowledge and information with other pupils in groups by:
(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions; and
(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects.
(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:
(1) Describing the ideas of other pupils accurately and completely; and
(2) Encouraging consideration of ideas and information from all group members.
(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:
(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;
(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and
(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.
(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.
(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)
NAC 389.2933 Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the fourth grade, pupils must know and be able to do everything in the previous grades for social studies offered in public schools. Instruction in the fourth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fourth grade:
1. For the area of social studies disciplinary skills:
(a) Generate compelling questions to explore the history of this State.
(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).
(c) Analyze the difference between a primary source and a secondary source and use a primary source and a secondary source to construct an argument about the past.
(d) Analyze the sourcing and context of sources by corroborating the information presented in one source with the information presented in another source and reading closely.
(e) Cite evidence that supports a response to a compelling question generated pursuant to paragraph (a) or a supporting question generated pursuant to paragraph (b).
(f) Construct responses to the compelling questions generated pursuant to paragraph (a) using reasoning, examples and relevant details.
(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.
(h) Participate in a structured academic discussion using evidence and reasoning to share ideas and critique ideas.
(i) List and discuss actions by a person or a group that can be taken to address problems in a community.
(j) Use deliberative and democratic procedures to take action about an issue.
2. For the area of history:
(a) Evaluate why Nevada became a state and the role of this State in national politics.
(b) Analyze how the population and culture in this State have changed over time.
(c) Analyze the diverse population of Native Americans and settlers of this State and discuss their unique experiences and contributions.
(d) Evaluate the development and evolution of the symbols, motto and slogans of this State.
3. For the area of geography:
(a) Create maps that include human and physical features and that demonstrate spatial patterns in this State.
(b) Examine how and why the landscape of this State has been impacted by humans.
(c) Analyze how technological changes have impacted the environment and economy of this State.
(d) Describe the difference in population distribution across this State.
4. For the area of economics:
(a) Using historical and contemporary examples, discuss the importance of major industries to the economy of this State.
(b) Describe the intended and unintended consequences of decisions made regarding limited and shared resources in this State.
(c) Investigate the role of the economy of this State in relation to the economy of the United States.
5. For the area of civics:
(a) Evaluate how core civic dispositions and democratic principles have guided or continue to guide local and state government in this State.
(b) Identify rules, laws and authorities that keep persons safe and property secure in this State and discuss examples of each.
(c) Investigate how interest groups have influenced the political, social and cultural landscape of this State.
6. For the area of multicultural education:
(a) Analyze how racism and discriminatory practices have led to oppression in this State.
(b) Analyze how diverse persons and groups in this State have led movements for social justice in response to discriminatory practices.
(c) Analyze the impact that Native Americans have had on the culture of this State.
(d) Identify and analyze the diversity and cultural traditions of the communities of this State, including, without limitation, Basque and Native American communities.
(e) Identify the contributions to the advancement of this State by several persons who are culturally, racially and ethnically diverse.
(Added to NAC by Bd. of Education by R011-09, eff. 10-27-2009; A by R056-17, 8-30-2018)
NAC 389.2935 Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fourth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fourth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the fourth grade in mathematics must be designed so that by the completion of the fourth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.2936 Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the fourth grade, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in the fourth grade in science must be designed so that pupils meet the following performance standards by the completion of the fourth grade:
1. For the area of physical science, understand:
(a) Energy, as demonstrated by the ability of the pupil to:
(1) Use evidence to explain the relationship between the speed of an object and the energy of that object.
(2) Make observations to provide evidence that energy can be transferred from one place to another by sound, light, heat and electrical currents.
(3) Ask questions and predict outcomes about the changes in energy that occur when objects collide.
(4) Apply scientific concepts to design, test and refine a device that converts energy from one form to another.
(b) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:
(1) Develop a model of waves to demonstrate patterns in terms of amplitude and wavelength and that waves can cause objects to move.
(2) Develop a model to demonstrate that light reflecting from objects and entering the eye allows objects to be seen.
(3) Generate and compare multiple solutions that use patterns to transfer information.
2. For the area of life science, understand the structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:
(a) Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.
(b) Use a model to demonstrate that animals receive different types of information through their senses, process the information in their brains and respond to the information in different ways.
3. For the area of earth science, understand:
(a) The earth’s place in the universe, as demonstrated by the ability of the pupil to identify evidence of change in the earth from patterns in rock formations and fossils in layers of rock to support an explanation for changes that have occurred in a landscape over time.
(b) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Make observations or measurements to provide evidence of the effects of weathering on the earth or the rate of its erosion by water, ice, wind or vegetation.
(2) Analyze and interpret data from maps to describe patterns of the earth’s features.
(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to:
(1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.
(2) Generate and compare multiple solutions to reduce the impacts of natural earth processes on humans.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.
(b) Generate and compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.
(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.
(Added to NAC by Bd. of Education by R084-13, eff. 6-23-2014; A by R141-14, 10-27-2015)
Instruction: Third Through Fifth Grades
NAC 389.2938 Third through fifth grades: Health. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in third grade, fourth grade and fifth grade in health must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
(a) Describe the relationship between behaviors concerning the health of a person and personal health;
(b) Explain the basic structure, function and developmental processes of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;
(c) Describe the physical, emotional and intellectual differences of persons and how those differences affect the well-being of those persons;
(d) Explain the right of a person to feel comfortable and safe;
(e) Recognize the safe personal space of the pupil and the safe personal space of other persons;
(f) Understand the importance of not invading the safe personal space of a person;
(g) Identify the nutrients that are essential to a person’s health, the functions served by such nutrients and the role those nutrients have in the promotion of health;
(h) Identify the health-related components of an active lifestyle;
(i) Explain how the use of substances can affect the way a person makes decisions and performs tasks;
(j) Describe methods for preventing injuries and avoiding hazards common to children;
(k) Explain the safety procedures a person can take when confronted with violence or other hazards;
(l) Differentiate between contagious and noncontagious diseases and illnesses and explain ways to prevent and control those diseases and illnesses;
(m) Identify programs that are designed to promote community health, including, without limitation, recycling, proper disposal of garbage and trash, and water conservation; and
(n) Explain the relationship between the environment and:
(1) Positive behaviors concerning the health of a person; and
(2) The prevention of injury, illness, disease and premature death.
2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:
(a) Locate resources which provide reliable health information, including, without limitation, resources from home, school and the community;
(b) Describe situations which require services from providers of health care;
(c) Recognize that media and technology can be unsafe; and
(d) Recognize the importance of privacy on the Internet.
3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:
(a) Demonstrate behaviors that avoid or reduce health risks;
(b) Demonstrate the ability to interpret information regarding nutrition, including, without limitation, food labels;
(c) Engage in behaviors that promote physical activity;
(d) Explain how substances can affect the way people make decisions and perform tasks;
(e) Describe basic procedures in first aid and proper responses to common emergency situations;
(f) Assess situations and practices that are dangerous and situations and practices that are not dangerous; and
(g) Demonstrate personal health care practices that prevent the spread of communicable diseases and chronic diseases.
4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:
(a) Identify how different sources affect a person’s thoughts, feelings and behaviors concerning health;
(b) Discuss nutrition and physical activity habits in diverse cultures;
(c) Describe the influence of sources, including, without limitation, family, peers and information, on the practice and behaviors of a person;
(d) Describe the influence of technology on the health of a person and the person’s risk of contracting a disease; and
(e) Analyze how stated and implied messages from the media influence behaviors concerning health.
5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:
(a) Model types of effective verbal and nonverbal communications;
(b) Discuss ways to communicate with other persons about the stages of growth and development;
(c) Demonstrate refusal and negotiation skills;
(d) Recognize refusal skills when the pupil is confronted with situations that are not healthy for the pupil, including, without limitation, situations involving alcohol, tobacco and other drugs;
(e) Demonstrate nonviolent strategies to manage or resolve conflicts; and
(f) Describe unacceptable and unsafe behavior in a digital environment and how to report a situation that is potentially unsafe.
6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Set short-term personal health goals and long-term personal health goals and track the progress of the pupil in achieving those goals;
(b) Implement other personal health goals to enhance the daily health habits of the pupil;
(c) Compare resources available to a pupil in developing personal health goals, including, without limitation, products for oral health, safety precautions while exposed to the sun and food choices; and
(d) Set goals for interpersonal safety when using media and technology.
7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:
(a) Describe ways to influence and support a person in making positive health choices;
(b) Compare messages regarding consumer and environmental health; and
(c) Differentiate between the behavior demonstrated by:
(1) A bystander who is present at an event or incident but does not take part; and
(2) A person who is present at an event or incident and intervenes appropriately if the person determines such intervention is necessary for the personal health of the person or the health of another person, the family of the person or the community.
8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Apply a choice that is healthy when making decisions regarding personal health;
(b) Predict consequences relating to substance use disorder, including, without limitation, the consequences to the person making the decision and to other persons;
(c) Predict consequences relating to decisions regarding behaviors concerning the health of a person;
(d) Analyze when a person needs assistance in making a decision regarding health; and
(e) Explain the hazards and dangers of becoming lost or separated from a parent, guardian or caregiver and how to apply a decision-making process if the pupil becomes lost or separated from a parent, guardian or caregiver.
(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018)—(Substituted in revision for NAC 389.2944)
NAC 389.2939 Fifth grade: Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in the fifth grade in science must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. For the area of physical science, understand:
(a) Matter and its interactions, as demonstrated by the ability of the pupil to:
(1) Develop a model to demonstrate that matter is made of particles too small to be seen.
(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.
(3) Make observations and measurements to identify materials based on their properties.
(4) Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
(b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to support an argument that the gravitational force exerted by earth on objects is directed down. For the purpose of this paragraph, “down” means the direction that points toward the center of the spherical earth.
(c) Energy, as demonstrated by the ability of the pupil to use models to demonstrate that energy in the food consumed by animals, which is used for body repair, growth and motion and to maintain body warmth, was once energy from the sun.
2. For the area of life science, understand:
(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to support an argument that plants primarily obtain the matter they need for growth from air and water.
(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to develop a model to demonstrate the movement of matter among plants, animals, decomposers and the environment.
3. For the area of earth science, understand:
(a) The earth’s place in the universe, as demonstrated by the ability of the pupil to:
(1) Support an argument that differences in the apparent brightness of the sun compared to other stars are because of their relative distances from earth.
(2) Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the sky at night.
(b) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Develop a model using an example to demonstrate the ways in which the geosphere, biosphere, hydrosphere and atmosphere interact.
(2) Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on earth.
(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to obtain and combine information about ways individual communities use scientific concepts to protect the earth’s resources and environment.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Define a simple design problem which reflects a need or desire and includes specified criteria for success and constraints on materials, time or cost.
(b) Generate and compare multiple possible solutions to a problem based on how well each solution is likely to meet the criteria and constraints of the problem.
(c) Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that may be improved.
(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)—(Substituted in revision for NAC 389.2947)
NAC 389.29415 Fifth grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the fifth grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the fifth grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the fifth grade:
1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:
(a) Recognize the need for information by:
(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;
(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and
(3) Assessing whether a range of information problems or questions can be resolved based on the pupil’s own knowledge or whether additional information is required.
(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:
(1) Selecting examples of accurate and inaccurate information and complete and incomplete information; and
(2) Explaining the difference between accurate and inaccurate information and complete and incomplete information.
(c) Formulate questions by:
(1) Stating at least one broad question that will help in finding the needed information; and
(2) Stating both broad and specific questions that will help in finding the needed information.
(d) Identify a variety of potential sources of information by:
(1) Listing several sources of information and explaining the kind of information found in each source;
(2) Brainstorming a range of sources of information that will meet a need for information; and
(3) Using a full range of sources of information to meet different needs for information.
(e) Develop and use successful strategies for locating information by:
(1) Listing some ideas for identifying and finding information that is needed; and
(2) Explaining and applying a plan to access information that is needed.
(f) Determine accuracy, relevance and comprehensiveness by:
(1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their applications; and
(2) Comparing and contrasting sources related to a topic.
(g) Distinguish among fact, point of view and opinion by:
(1) Recognizing those concepts in various sources and products of information;
(2) Explaining how each concept is different from the others; and
(3) Assembling them, as appropriate, in the pupil’s own work.
(h) Identify inaccurate and misleading information by:
(1) Recognizing inaccurate and misleading information in sources and products of information; and
(2) Explaining how such information can lead to faulty conclusions.
(i) Select information that is appropriate to a specific problem or question by:
(1) Recognizing information that is applicable to that problem or question;
(2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and
(3) Integrating accurate, relevant and comprehensive information to resolve that information problem or question.
(j) Organize information for practical application by:
(1) Describing several ways to organize information, including chronologically, topically and hierarchically;
(2) Organizing the information in different ways according to the specific information problem or question; and
(3) Organizing a product of information that presents different types of information in the most effective ways.
(k) Integrate new information into the pupil’s existing knowledge by:
(1) Recognizing and understanding new information and ideas;
(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and
(3) Integrating the pupil’s existing knowledge with information from a variety of sources to create new meaning.
(l) Apply information in critical thinking and problem solving by:
(1) Identifying information that meets a particular need for information;
(2) Using information from a variety of sources to resolve an information problem or question; and
(3) Devising creative approaches to use information to resolve information problems or questions.
(m) Produce and communicate information and ideas in appropriate formats by:
(1) Naming a variety of different formats for presenting different kinds of information;
(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and
(3) Choosing the most appropriate format for presenting information and justifying that choice.
2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:
(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:
(1) Occasionally seeking information about topics of personal interest or aspects of well-being;
(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and
(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.
(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:
(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;
(2) Creating solutions and methods of conveying information concerning those topics of personal interest; and
(3) Judging the quality of the pupil’s own solutions and methods of conveying information concerning those topics of personal interest.
(c) Function as a competent and self-motivated reader by:
(1) Explaining and discussing various examples of fiction;
(2) Choosing fiction and other types of literature to read and analyze; and
(3) Reading avidly and evaluating the strengths and weaknesses of literature read.
(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.
(e) Develop creative methods of conveying information in a variety of formats by:
(1) Expressing information and ideas creatively in simple formats; and
(2) Expressing information and ideas creatively in ways that combine several formats.
(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:
(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;
(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and
(3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.
(g) Devise basic strategies for revising, improving and updating self-generated knowledge by:
(1) Explaining those strategies; and
(2) Selecting and applying such strategies as are appropriate.
3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources, contexts, disciplines and cultures by:
(1) Identifying several appropriate sources for resolving an information problem or question; and
(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question.
(b) Respect the principle of equitable access to information by:
(1) Explaining why it is important for all pupils to have access to information, information sources and information technology;
(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and
(3) Proposing strategies for ensuring that pupils and other people have equitable access to information, information sources and information technology.
(c) Respect the principles of intellectual freedom by:
(1) Defining or giving examples of “intellectual freedom”; and
(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center.
(d) Respect intellectual property rights by:
(1) Giving examples of what it means to respect intellectual property rights;
(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and
(3) Avoiding plagiarism, correctly citing sources and making copies and incorporating text and images only with appropriate approval when creating products of information.
(e) Use information technology responsibly by:
(1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks;
(2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks; and
(3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.
(f) Share and contribute knowledge and information with other pupils in groups by:
(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;
(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and
(3) Integrating the pupil’s own knowledge and information with that of other pupils in the group.
(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:
(1) Describing the ideas of other pupils accurately and completely;
(2) Encouraging consideration of ideas and information from all group members; and
(3) Helping to organize and integrate the contributions of all the members of the group into products of information.
(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek solutions by:
(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;
(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and
(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions to information problems that integrate the information and ideas of group members.
(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information to create and evaluate simple products of information.
(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)
NAC 389.2942 Fifth grade: Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the fifth grade in social studies must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. For the area of social studies disciplinary skills:
(a) Generate compelling questions to explore the founding of the United States.
(b) Generate and answer supporting questions that address the compelling questions generated pursuant to paragraph (a).
(c) Determine the credibility of multiple sources by using corroboration and close reading.
(d) Gather primary and secondary sources and use them to construct a response to support a compelling question generated pursuant to paragraph (a).
(e) Cite evidence from multiple sources that support responses to compelling questions generated pursuant to paragraph (a).
(f) Craft an argument to answer a compelling question generated pursuant to paragraph (a) using evidence and reasoning skills.
(g) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.
(h) Participate in a structured academic discussion using evidence and reasoning to share and critique ideas.
(i) List and discuss actions by a person or a group that can be taken to address local, regional or national problems.
(j) Use deliberative and democratic procedures to take action about an issue.
2. For the area of history:
(a) Examine the development of political parties throughout the history of the United States.
(b) Investigate what it meant to be an American for different groups in the early history of the United States.
(c) Explore the development of colonial America and compare regional differences among the American colonies.
(d) Analyze the ways in which Native American, European and African cultures were impacted by conflict and compromise throughout the early history of the United States.
(e) Analyze how various political, religious and intellectual ideas impacted the development of early American society and government.
(f) Evaluate the causes and effects of the American Revolution.
3. For the area of geography:
(a) Analyze various maps to illustrate environmental, political and cultural characteristics of a region and the impact of such characteristics throughout the early history of the United States.
(b) Evaluate how the relationship between humans and the environment impacted the early history of the United States.
(c) Analyze any rules or laws that encouraged or restricted migration or immigration between regions of the United States in the early history of the United States.
(d) Analyze how physical geography and natural resources affected exploration, the settlement of humans and the development of culture throughout the early history of the United States.
4. For the area of economics:
(a) Compare and contrast the similarities and differences between the economies in the colonial regions.
(b) Investigate the development of the early economy of the United States.
(c) Evaluate the role of slavery in the early economy of the United States.
(d) Explain how trade was important during the colonial period, the American Revolution and the formation of the United States.
5. For the area of civics:
(a) Analyze the influence of certain persons, groups and institutions on the interpretation of the United States Constitution, the Declaration of Independence and the Bill of Rights over time.
(b) Describe representative government and explore debates in the drafting of the United States Constitution.
(c) Analyze core civic dispositions and democratic principles and their impact throughout the early history of the United States.
(d) Investigate how persons exercise rights and responsibilities.
(e) Investigate methods by which a person can influence rules and laws in a classroom, school, government or society.
(f) Analyze how the Bill of Rights shaped the rights of persons in the United States.
(g) Explain the structures of constitutional government and the role of checks and balances in such a government.
(h) Describe how the United States has changed and continues to change in order to limit or protect the individual rights of persons.
6. For the area of multicultural education:
(a) Analyze how and why racial, ethnic and other groups were oppressed in the early history of the United States.
(b) Evaluate how persons and groups used ideas in foundational documents, including, without limitation, the United States Constitution, the Declaration of Independence and the Bill of Rights, to create communities of respect, equity and diversity throughout the history of the United States.
(c) Discuss the contributions made by culturally, racially and ethnically diverse persons for the advancement of the United States.
(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)
NAC 389.29425 Fifth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the fifth grade in English language arts must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.29435 Fifth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the fifth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for mathematics for the fifth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the fifth grade in mathematics must be designed so that by the completion of the fifth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.2946 Third through fifth grades: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the fifth grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in third grade, fourth grade and fifth grade in physical education must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. Demonstrate competency in motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:
(a) Use locomotor and nonlocomotor movements in physical activities;
(b) Perform simple combinations of manipulative skills;
(c) Perform simple and moderately difficult motor skills and patterns of movement; and
(d) Demonstrate safe practices while participating in physical activities.
2. Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:
(a) Recognize the critical elements of forms of movement;
(b) Explain how game strategies are used in physical activities; and
(c) Explain the importance of rules and procedures relating to safety with regard to oneself and other persons while participating in physical activities.
3. Participate regularly in physical activities, as demonstrated by the ability of the pupil to:
(a) Participate in a variety of moderate to vigorous physical activities;
(b) Apply healthy patterns of activity by participating regularly in physical activity; and
(c) Identify opportunities at school for participation in physical activities on a regular basis.
4. Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:
(a) Participate in various physical activities using the health-related components of fitness in those physical activities; and
(b) Explain the long-term health and fitness benefits of participating in physical activities.
(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)
NAC 389.2948 Third through fifth grades: Computer education and technology. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the fifth grade, pupils must know and be able to do everything required in the previous grades for computer education and technology, including, without limitation, computer science and computational thinking, offered in public schools. Instruction in third grade, fourth grade and fifth grade in computer education and technology, including, without limitation, computer science and computational thinking, must be designed so that pupils meet the following performance standards by the completion of the fifth grade:
1. For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:
(a) Process new ideas that are based on prior knowledge to brainstorm solutions to a problem that arises in an everyday situation using digital tools;
(b) With limited assistance from the teacher, create an original work in a digital format to demonstrate personal or group expression;
(c) Use digital models and simulations to explore complex systems and issues; and
(d) Identify and represent trends to make predictions using data from the classroom.
2. For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:
(a) Collaborate with other pupils to create and publish a digital product and make the product available outside the classroom;
(b) Communicate information and ideas using digital text, images and sound;
(c) Describe the appropriate media and format for a specific audience;
(d) Use digital resources to research places, persons and different cultures from around the world;
(e) Contribute to a group to produce an original work in a digital format; and
(f) Describe the different ways to interact with other persons and contribute to a digital product.
3. For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:
(a) For a research project, use digital tools to plan a timeline and track the progress of the project;
(b) Use keywords to search, organize, locate and synthesize information in multiple sources to create an original product;
(c) Explain the importance of using more than one source and recognize the possible biases in digital resources;
(d) Discern the differences between fact and opinion in digital content;
(e) Choose and use a digital tool that is appropriate for a task; and
(f) Collect, organize, analyze and manipulate data using digital tools and report the results in a format that is appropriate to the task.
4. For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:
(a) Develop questions that will guide the pupil in the investigation of a problem that arises in an everyday situation using digital resources;
(b) Plan and manage projects using a digital planning tool;
(c) Propose a solution to a problem that arises in an everyday situation using digital tools and data that has been collected; and
(d) Explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and propose a solution to those problems using digital tools.
5. For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:
(a) Describe the code of conduct for the use of technology at the school in which the pupil is enrolled and the consequences of violating that code of conduct;
(b) Describe unacceptable and unsafe behaviors when using technology, including, without limitation, cyber-bullying, divulging personal information and plagiarism;
(c) Use technological resources for solving problems, directing personal learning, collaborating and extending learning activities;
(d) Describe why a pupil needs lifelong learning in a world that is global and dynamic; and
(e) Explain the concepts of using technology in an appropriate manner, accessing technology in an appropriate manner and technological literacy, and explain the personal and societal responsibilities associated with those concepts.
6. For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:
(a) Give examples of technological systems;
(b) Demonstrate appropriate keyboarding skills;
(c) Choose the appropriate digital tools for a specific learning activity;
(d) Analyze and apply specific strategies for solving common hardware and software problems; and
(e) Generalize routine procedures for a variety of technologies.
7. For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:
(a) Test, compare and refine multiple algorithms for the same task and determine which is most appropriate;
(b) Debug an algorithm or program that includes sequences and loops by identifying and fixing errors in the algorithm or program;
(c) With teacher guidance, collaborate with other pupils during the design, implementation and review stages of program development;
(d) Test and debug errors in a program or algorithm to ensure that it runs as intended;
(e) Use the iterative process to develop a program to express an idea or address a problem while considering the perspectives and preferences of other persons;
(f) Describe choices made during program development using comments in the code of the program, presentations and demonstrations;
(g) Observe intellectual property rights and give appropriate attribution when creating or revising a program;
(h) Create a program that uses a variable to store and modify data;
(i) Develop a program that includes a sequence, an event, a loop and a conditional;
(j) Explore how a complex task can be decomposed into simple tasks and how simple tasks can be composed into a complex task;
(k) Demonstrate how to decompose a complex task into simple tasks and to compose simple tasks into a complex task; and
(l) Develop something new or add more advanced features to a program developed by the pupil by modifying, incorporating and testing portions of an existing program.
8. For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:
(a) Model how computer hardware and software work together as a system to accomplish a task;
(b) Describe how the internal and external parts of a computing device function to form a system; and
(c) Determine potential solutions to solve a simple hardware and software problem using common troubleshooting strategies.
9. For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:
(a) Organize and visually present collected data to highlight relationships and support a claim;
(b) Use data to highlight or propose a cause and effect relationship, predict an outcome or communicate an idea; and
(c) Recognize how text, images and sounds are represented as binary numbers in a computing device.
10. For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:
(a) Discuss a computing technology that has changed the world and express how the technology influences and is influenced by cultural practices;
(b) Compare and contrast how computing has changed society from the past to the present;
(c) Brainstorm ways to improve the accessibility and usability of a technology product for the diverse needs and wants of various persons who use the technology product;
(d) Seek diverse perspectives to improve computational artifacts; and
(e) Use material which is in the public domain or according to the copyright of the material and refrain from copying or using material created by others without permission.
11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:
(a) Discuss a real-world cybersecurity problem and how personal information can be protected;
(b) Model how information is broken down into smaller pieces, transmitted as packets through multiple devices over networks and the Internet and reassembled at the destination;
(c) Explain the concept of a network protocol; and
(d) Identify the advantages and disadvantages of various types of networks.
(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; R041-18, 6-26-2018)
NAC 389.2951 Fifth grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in fifth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Generate ideas for choreography using several stimuli; and
(2) Identify a problem relating to movement and demonstrate a solution.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Use a variety of choreography to represent the same main idea; and
(2) Develop a dance that expresses a main idea without using words.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise choices of movement in a dance by incorporating feedback; and
(2) Create a written record of changes in a dance sequence.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Combine static and dynamic shapes into dance sequences that establish relationships with other dancers;
(2) Respond in movement to uneven rhythms; and
(3) Contrast bound and free movement.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Perform a range of movements when replicating patterns and sequences of movement;
(2) Demonstrate and discuss safe practices of body use and self-care to prevent injury; and
(3) Collaborate with an ensemble of pupils in a dance performance and apply feedback to establish personal goals for performance.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Adapt dance to alternative performance venues; and
(2) Use production elements to enhance a dance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Identify meaning or artistic intent in a dance; and
(2) Demonstrate how dance styles differ within a specific genre or culture.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain, using terminology commonly used in the field of dance, how movements communicate the main idea of a dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to define the characteristics of a dance that make the dance artistic and relate those characteristics to elements of dance across genres, styles and cultures.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare two dances with contrasting themes; and
(2) Create a study of dance that expresses an idea researched by the pupil.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to describe how movements in a specific genre or style of dance communicate the perspectives of a community, society or culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2952 Fifth grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in fifth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to create original works of media art using personal experiences or the work of others.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to develop and present plans and models for productions of media art.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Create media content and combine components to construct purposeful productions of media art; and
(2) Use components to deliver a clear message and achieve a clear purpose using a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to combine a variety of media content to create works of media art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Demonstrate skills used to create and present works of media art and roles in the creation and presentation of media art;
(2) Demonstrate creative problem-solving skills while creating a production of media art; and
(3) Analyze how tools and techniques can be used in innovative ways to construct a work of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Compare the manner in which different formats for presenting a work of media art fulfill the purpose of the work; and
(2) Compare the results of presenting of works of media art and ways in which such presentations could be improved.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Compare and contrast how messages are created in works of media art; and
(2) Compare and contrast how a variety of forms in works of media art can be used to manage the experience of the audience.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to compare interpretations of the content and messages of a variety of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify relevant criteria for evaluating works of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Use personal and external resources needed to create works of media art; and
(2) Explain how works of media art form meanings and cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Analyze the manner in which works of media art influence life and culture and appropriately respond to works of media art online; and
(2) Use the elements of a media art production in an appropriate and ethical manner.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2953 Fifth grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in fifth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Improvise rhythmic and melodic patterns for a specific purpose;
(2) Generate musical patterns using tonalities and meters; and
(3) Describe how sounds can be used to represent moods and storylines.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Organize musical ideas for improvisations or compositions to express intent; and
(2) Use iconic notation, standard notation or recording technology to document and organize musical ideas.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and use criteria to evaluate and refine musical work; and
(2) Present music in a manner that conveys the intent of musical ideas to an audience.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select and discuss varied musical repertoires;
(2) Analyze, classify or compare and contrast selected music;
(3) Read and perform rhythmic patterns using iconic or standard notation; and
(4) Sing or play instruments when performing musical selections appropriate for the age of the pupil.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to describe how intent is conveyed in a selection of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) Accurately; and
(2) In a manner that is appropriate for the audience.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Explain the manner in which personal interests influence the selection of music for a specific purpose; and
(2) Describe the manner in which specific musical concepts are used in various styles of music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to identify music concepts and describe how those concepts support the intent of creators and performers.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to critique music using a rubric.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to compare and contrast relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2954 Fifth grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in fifth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Identify physical qualities that may reveal character traits;
(2) Design technical elements to support the story of a theatrical work; and
(3) Determine the manner in which the inner thoughts of characters support a story in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Generate original ideas for a theatrical work that reflect character and circumstance; and
(2) Collaborate with others to make decisions concerning the presentation of a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine a theatrical work;
(2) Develop physical and vocal exercise to perform in preparation for a theatrical work; and
(3) Resolve technical problems that arise when rehearsing a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Modify dialogue and action to reflect underlying emotions in a theatrical work; and
(2) Create meaning through choices relating to the physical elements of a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Practice techniques to use with a group in a theatrical work; and
(2) Use technical elements in a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to present a theatrical work to an audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to explain personal reactions to choices made in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Justify responses to a theatrical work based on personal experience;
(2) Explain his or her response to a character based on his or her cultural perspective; and
(3) Identify physiological changes connected with emotions in a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Develop and implement a rubric to evaluate theatrical works;
(2) Analyze how technical elements support the themes of a theatrical work; and
(3) Analyze how the choices of characters impact the perspective of the audience of a theatrical work.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to identify how a theatrical work reflects the perspective of a community or culture.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify historical, global and social issues expressed in a theatrical work;
(2) Compare and contrast stories set in different cultures to prepare to present a theatrical work; and
(3) Identify historical sources that explain theatrical terminology and conventions.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.2955 Fifth grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in fifth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Generate ideas for creating a work of visual art; and
(2) Identify diverse methods to approach creating works of visual art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Develop and practice skills in multiple techniques of creating visual art;
(2) Demonstrate the safe use and care of materials, tools and equipment for the creation of visual art; and
(3) Identify and document places or objects of personal significance.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to create an artist statement to enhance the meaning of artistic choices.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to explain the skills necessary to curate, preserve and present works of visual art.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Prepare works of art for presentation and preservation; and
(2) Prepare the materials and space necessary for different methods of presenting and protecting works of visual art.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to identify different methods of presenting works of visual art and the purpose of each method.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Compare interpretations of a work of visual art; and
(2) Analyze cultural associations suggested by a work of visual art.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze the characteristics of a work of visual art that convey mood.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to identify different criteria used to evaluate a work of visual art.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to use vocabulary commonly used in artistic fields and design when creating works of visual art.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify manners in which visual art was used to inform or change systems of value and belief.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
Instruction: Sixth Through Eighth Grades
NAC 389.2985 Sixth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the sixth grade in English language arts must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.299 Sixth grade: Information literacy. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the 6th grade, and continuing through the 12th grade, pupils must know and be able to do everything required in the previous grades to be information literate. Instruction in the 6th grade, regardless of whether it takes place in the library or the classroom, must be designed so that pupils meet the following standards for information literacy by the completion of the 6th grade and continuing through the completion of the 12th grade:
1. For the areas of understanding the process of obtaining information in such a manner as to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively, a pupil must demonstrate the ability to:
(a) Recognize the need for information by:
(1) Giving examples of situations in which additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question;
(2) Determining whether additional information beyond the pupil’s own knowledge is needed to resolve an information problem or question; and
(3) Assessing whether a range of information problems or questions can be resolved based on the pupil’s own knowledge or whether additional information is required.
(b) Recognize that accurate and comprehensive information is the basis for intelligent decision making by:
(1) Selecting examples of accurate and inaccurate information and of complete and incomplete information;
(2) Explaining the difference between accurate and inaccurate information and between complete and incomplete information; and
(3) Judging the quality of decisions in terms of the accuracy and completeness of the information on which they are based.
(c) Formulate questions by:
(1) Stating at least one broad question that will help in finding the needed information;
(2) Stating both broad and specific questions that will help in finding the needed information; and
(3) Revising, adding and deleting questions as the needs for information change.
(d) Identify a variety of potential sources of information by:
(1) Listing several sources of information and explaining the kind of information found in each source;
(2) Brainstorming a range of sources of information that will meet a need for information; and
(3) Using a full range of information sources to meet different needs for information.
(e) Develop and use successful strategies for locating information by:
(1) Listing some ideas for identifying and finding information that is needed;
(2) Explaining and applying a plan to access information that is needed; and
(3) Formulating and revising plans for accessing information for a range of needs and situations.
(f) Determine accuracy, relevance and comprehensiveness by:
(1) Defining the terms “accuracy,” “relevance” and “comprehensiveness” and giving examples of their application;
(2) Comparing and contrasting sources related to a topic; and
(3) Judging the accuracy, relevance and comprehensiveness of sources of information in relation to a range of topics and information problems.
(g) Distinguish among fact, point of view and opinion by:
(1) Recognizing those concepts in various sources and products of information;
(2) Explaining how each concept is different from the others; and
(3) Assembling them, as appropriate, in the pupil’s own work.
(h) Identify inaccurate and misleading information by:
(1) Recognizing inaccurate and misleading information in sources and products of information;
(2) Explaining how such information can lead to faulty conclusions; and
(3) Judging, and supporting judgments of, the degree of inaccuracy, bias or misleading information in sources and products of information.
(i) Select information appropriate to a specific problem or question by:
(1) Recognizing information that is applicable to that problem or question;
(2) Analyzing information from a variety of sources to determine its applicability to that problem or question; and
(3) Integrating accurate, relevant and comprehensive information to resolve that problem or question.
(j) Organize information for practical application by:
(1) Describing several ways to organize information, including chronologically, topically and hierarchically;
(2) Organizing the information in different ways according to the specific information problem or question; and
(3) Organizing a product of information that presents different types of information in the most effective ways.
(k) Integrate new information into the pupil’s existing knowledge by:
(1) Recognizing and understanding new information and ideas;
(2) Combining what is already known about a topic with new information and drawing conclusions using the combined information; and
(3) Integrating the pupil’s existing knowledge with information from a variety of sources to create new meaning.
(l) Apply information in critical thinking and problem solving by:
(1) Identifying information that meets a particular need for information;
(2) Using information from a variety of sources to resolve an information problem or question; and
(3) Devising creative approaches to use information to resolve information problems or questions.
(m) Produce and communicate information and ideas in appropriate formats by:
(1) Naming a variety of different formats for presenting different kinds of information;
(2) Choosing an appropriate format for presenting information based on the information itself, the audience, and the nature of the information problem or question; and
(3) Choosing the most appropriate format for presenting information and justifying that choice.
2. For the areas of pursuing information related to personal interests, appreciating literature and other creative expressions of information, and striving for excellence in seeking information and generating knowledge, a pupil must demonstrate the ability to:
(a) Seek information relating to various dimensions of personal well-being, such as vocational interests, involvement in community, matters concerning health and recreational pursuits by:
(1) Occasionally seeking information about topics of personal interest or aspects of well-being;
(2) Generally expanding beyond the pupil’s own knowledge to seek information concerning topics of personal interest or aspects of well-being; and
(3) Exploring a range of sources to obtain information concerning topics of personal interest or aspects of well-being.
(b) Design, develop and evaluate information and conclusions based upon that information relating to topics of personal interest to the pupil by:
(1) Organizing and presenting basic information gathered by the pupil relating to those topics of personal interest;
(2) Creating solutions and methods of conveying information concerning those topics of personal interest; and
(3) Judging the quality of the pupil’s own solutions and methods of conveying information concerning those topics of personal interest.
(c) Function as a competent and self-motivated reader by:
(1) Explaining and discussing various examples of fiction;
(2) Choosing fiction and other types of literature to read and analyze; and
(3) Reading avidly and evaluating the strengths and weaknesses of literature read.
(d) Derive meaning from information presented creatively in a variety of formats by explaining and discussing films, plays and other creative presentations of information.
(e) Develop creative methods of conveying information in a variety of formats by:
(1) Expressing information and ideas creatively in simple formats; and
(2) Expressing information and ideas creatively in ways that combine several formats.
(f) Assess the quality of the process and outcome of the pupil’s efforts to obtain information by:
(1) Retracing the steps the pupil took to obtain information and explaining which were most useful for resolving a problem or question concerning the information;
(2) Assessing each step the pupil took to obtain information with respect to a specific problem concerning the information and assessing the result; and
(3) Evaluating the process of obtaining information at each step as it occurs and making such adjustments as are necessary to improve both the process and the outcome.
(g) Devise basic strategies for revising, improving and updating self-generated knowledge by:
(1) Explaining those strategies;
(2) Selecting and applying such strategies as are appropriate; and
(3) Recognizing gaps in the pupil’s own knowledge and applying appropriate strategies for filling those gaps.
3. For the areas of recognizing the importance of information to a democratic society, practicing ethical behavior in regard to information and information technology, and participating effectively in groups to pursue and generate information, a pupil must demonstrate the ability to:
(a) Seek information from diverse sources, contexts, disciplines and cultures by:
(1) Identifying several appropriate sources for resolving an information problem or question;
(2) Using a variety of sources covering diverse perspectives to resolve an information problem or question; and
(3) Seeking sources representing a variety of contexts, disciplines and cultures and evaluating their usefulness for resolving an information problem or question.
(b) Respect the principle of equitable access to information by:
(1) Explaining why it is important for all pupils to have access to information, information sources and information technology;
(2) Using information, information sources and information technology efficiently so that they are available for other pupils to use; and
(3) Proposing strategies for ensuring that pupils and others have equitable access to information, information sources and information technology.
(c) Respect the principles of intellectual freedom by:
(1) Defining or giving examples of “intellectual freedom”;
(2) Analyzing a situation in terms of its relationship to intellectual freedom, including, without limitation, issuing a personal opinion of a book or video in the library media center; and
(3) Predicting what might happen if the principles of intellectual freedom were ignored in the pupil’s own community.
(d) Respect intellectual property rights by:
(1) Giving examples of what it means to respect intellectual property rights;
(2) Analyzing situations to determine the steps necessary to respect intellectual property rights, including, without limitation, the creation of a term paper or the development of a multimedia product; and
(3) Avoiding plagiarism, citing sources properly and making copies and incorporating text and images only with appropriate approval when creating products of information.
(e) Use information technology responsibly by:
(1) Stating the main points of the policy of the pupil’s school regarding the use of computing and communications hardware, software and networks;
(2) Locating appropriate information efficiently with the school’s computing and communications hardware, software and networks; and
(3) Following all guidelines and policies of the school relating to the use of computing and communications hardware, software and networks when resolving information problems or questions.
(f) Share and contribute knowledge and information with other pupils in groups by:
(1) Seeking and communicating specific facts, opinions and points of view related to information problems or questions;
(2) Using information sources and selecting information and ideas that will contribute directly to the success of group projects; and
(3) Integrating the pupil’s own knowledge and information with that of other pupils in the group.
(g) Respect the ideas and backgrounds of other pupils and acknowledge their contributions by:
(1) Describing the ideas of other pupils accurately and completely;
(2) Encouraging consideration of ideas and information from all group members; and
(3) Helping to organize and integrate the contributions of all the members of the group into products of information.
(h) Collaborate with others, both in person and through technologies, to identify information problems and to seek a solution by:
(1) Expressing the pupil’s own ideas appropriately and effectively, in person and remotely through technologies, while working in groups to identify and resolve information problems;
(2) Participating actively in discussions with others, in person and remotely through technologies, to analyze information problems and suggest solutions; and
(3) Participating actively in discussions with others, in person and remotely through technologies, to devise solutions that integrate the information and ideas of group members.
(i) Collaborate with others, both in person and through technologies, to design, develop and evaluate products and solutions of information by:
(1) Working with others, in person and remotely through technologies, to create and evaluate simple products of information;
(2) Working with others, in person and remotely through technologies, to create and evaluate products of information that communicate complex information and ideas; and
(3) Working with others, in person and remotely through technologies, to create and evaluate complex products of information that integrate information in a variety of formats.
(Added to NAC by Bd. of Education by R071-01, eff. 11-1-2001; A by R013-03, 10-30-2003)
NAC 389.302 Sixth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the sixth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the sixth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the sixth grade in mathematics must be designed so that by the completion of the sixth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.304 Sixth grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in sixth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Develop choreography using a variety of stimuli; and
(2) Identify movements using vocabulary commonly used in the field of dance when creating choreography.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Manipulate choreography to develop a dance that conveys artistic intent; and
(2) Develop criteria to choreograph a dance that communicates personal or cultural meaning.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to record a dance sequence using writing, symbols or media technology.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Refine skills for establishing pathways, levels and patterns when dancing with a partner and ensembles;
(2) Demonstrate timing and use of accented and unaccented beats; and
(3) Distinguish between and apply bound and free-flowing movements.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate technical skills to execute changes of movement and transitions;
(2) Demonstrate and discuss safe practices of body use and self-care to prevent injury; and
(3) Collaborate with an ensemble of pupils to refine dances and identify effective and ineffective formulations.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Adapt dance to alternative performance venues; and
(2) Compare and contrast the manner in which production elements enhance a dance performance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate recurring patterns of movement and their relationships in dance; and
(2) Explain how elements of dance are used in a variety of genres, styles or cultural movement practices.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how movements communicate artistic practices and the main idea of a dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to explain and critique the characteristics and intent of a dance from a genre, style or cultural movement.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast the observed characteristics of the movements used in a dance to attitudes and preferences concerning movement; and
(2) Create a study of dance that expresses a specific point of view.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to demonstrate how the movements and qualities of a dance communicate the cultural, historical or community-related purpose or meaning of the dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.306 Sixth grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in sixth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to practice methods commonly used to generate media art to develop various goals and solutions.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to evaluate ideas, plans, prototypes, processes for production and to illustrate intent.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Create media content and combine components to construct purposeful productions of media art; and
(2) Alter components of media art to create intentional effects and appeal to different audiences.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different contents and forms to support a central idea and reach a particular audience.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Develop a variety of skills and roles in creating and presenting media art;
(2) Create and adapt innovative solutions while creating a production of media art; and
(3) Use tools and techniques in standard and experimental ways to construct a work of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Analyze the degree to which different formats for presenting media art achieve goals concerning the presentation and distribution of media art; and
(2) Analyze the results of presenting of works of media art and ways in which such presentations could be improved.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Analyze how messages are created by components of media art; and
(2) Analyze how a variety of forms, methods and styles in works of media art can be used to manage the experience of the audience.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to interpret a variety of media art using prescribed criteria.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply relevant criteria for evaluating the context of works of media art and processes for producing works of media art.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Evaluate personal and external resources needed to create works of media art; and
(2) Explain how works of media art form meanings and cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Analyze the relationship between a work of media art and social, community and cultural context; and
(2) Analyze environmental context, the appropriate use of tools and other ethical considerations in media literacy.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.308 Sixth grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in sixth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate an AB or ABA rhythmic form that conveys expressive intent.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Construct personal musical ideas or compositions with AB or ABA rhythmic form; and
(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to evaluate his or her musical work;
(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and
(3) Present a final version of a personal composition.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;
(2) Apply criteria prescribed in a rubric to select music for performance;
(3) Explain the structural elements of music selected for performance;
(4) Read and identify by name and function standard symbols for rhythm, pitch, articulation and dynamics; and
(5) Identify how performances are informed by cultural and historical context.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria prescribed in a rubric while rehearsing and use such criteria to determine when the pupil is ready to perform a piece of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) With technical accuracy to convey intent; and
(2) In a manner that is appropriate for the audience and venue.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Select music for a specific purpose and explain how that music connects to the interests of the pupil;
(2) Describe how the elements and expressive qualities of a piece of music relate to its structure; and
(3) Identify the context of music from a variety of genres, cultures and time periods.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.311 Sixth grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in sixth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Identify solutions to staging challenges in a theatrical work;
(2) Identify solutions to design challenges in a theatrical work; and
(3) Develop a scripted or improvised character when given a set of circumstances.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Analyze artistic choices to improve and refine a scripted theatrical work; and
(2) Incorporate the ideas of others in preparing a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine a theatrical work;
(2) Identify effective physical and vocal traits for improvised or scripted characters in a theatrical work; and
(3) Plan technical designs while rehearsing a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Identify essential events that create dramatic structure in a theatrical work; and
(2) Test different choices for communicating character in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Identify how acting exercises and techniques can be applied to a theatrical work; and
(2) Explain how technical elements are integrated into a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to present a theatrical work to an audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to record personal reactions to artistic choices in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Explain how authors, actors and directors make choices based on personal experiences;
(2) Identify cultural perspectives that may influence the way in which a theatrical work is evaluated; and
(3) Use theatrical work to identify personal preferences and beliefs.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Apply supporting evidence and criteria to evaluate a theatrical work;
(2) Apply production elements to assess aesthetic choices; and
(3) Identify a specific audience or purpose for a theatrical work.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to explain how actions and motivations of characters impact the perspective of a community or culture.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify universal themes or common social issues and express them through a theatrical work;
(2) Compare and contrast the aural and visual world used in two different theatrical versions of the same story; and
(3) Identify the manner in which the time period and place in which a theatrical work is set influences choices concerning performance and design.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.313 Sixth grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in sixth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Collaborate with others to generate ideas for creating visual art; and
(2) Conduct relevant exploration and inquiry to inspire the creation of visual art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate the use of new materials and methods when creating visual art;
(2) Explain the environmental implications of conserving, caring for and cleaning up materials; and
(3) Design or redesign objects and systems to meet the needs of diverse users.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to revise works of visual art to convey intended meaning.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to compare and contrast methods of preserving and presenting two-dimensional, three-dimensional and digital works of visual art.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to develop a visual plan for displaying works of visual art from a portfolio.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to explain how museums or other venues for displaying visual art reflect the cultural or historical values of a community.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Interpret how works of visual art and design reflect views and values; and
(2) Analyze how the effects, visual components and cultural associations of a work of visual art influence the ideas, emotions and actions of the viewer.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to distinguish between relevant and irrelevant context and analyze subject matter, form and structure to identify messages conveyed by visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to develop and apply relevant criteria to evaluate a work of visual art.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to generate ideas reflecting the current interests of the pupil that are useful in creating visual art.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to analyze how visual art reflects changing times, traditions, resources and culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.322 Seventh grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the seventh grade in English language arts must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.324 Seventh grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the seventh grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the seventh grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the seventh grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the seventh grade in mathematics must be designed so that by the completion of the seventh grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.326 Seventh grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in seventh grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Expand vocabulary concerning movement by comparing a variety of stimuli; and
(2) Identify movements using vocabulary commonly used in the field of dance when describing artistic intent while creating of choreography.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate choreographic devices and dance structures to develop a dance with clear artistic intent; and
(2) Establish criteria for choreographing a dance that communicates personal or cultural meaning.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise dance compositions and consider revisions of criteria based on self-reflection and feedback from others; and
(2) Record a dance sequence using writing, symbols or media technology.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Expand vocabulary concerning movement by incorporating and modifying body designs from different genres and styles of dance;
(2) Demonstrate dance phrasing using timing accents and variations within a phrase; and
(3) Compare and contrast the characteristics of movement from a variety of genres of dance and the manner in which dancers perform such movements.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate strategies for accommodating physical maturation to dance skills;
(2) Discuss the impact of healthy practices on performance; and
(3) Collaborate with an ensemble of pupils to refine dances and identify effective and ineffective formulations.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Recommend changes to adapt dance to alternative performance venues; and
(2) Compare and contrast dance production across a variety of venues or for different audiences, using terminology commonly used in the field of dance production to explain the different situations.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast patterns of movement and their relationships in dance; and
(2) Compare and contrast how elements of dance are used in a variety of genres, styles or cultural movement practices.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how movements communicate artistic practices and the main idea of a dance using structure and context.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to compare and contrast the meaning of different dances and the manner in which artistic expression is achieved.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast the characteristics and qualities of the movements used in a variety of genres of dance; and
(2) Create a study of dance that evokes the essence of a style or genre.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to compare and contrast dances performed by people in various geographic locations and communities and the development of such dances in relation to the perspectives important to the social group that developed the dance.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.328 Seventh grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in seventh grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to use creative processes to generate ideas and solutions concerning media art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to design and evaluate ideas, plans, prototypes, processes for production and intent.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Create media content and combine components to construct purposeful productions of media art; and
(2) Analyze and refine works of media art by emphasizing expressive elements and understand the audience, purpose and place of a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different contents and forms to convey consistent perspectives and narratives and reach a particular audience.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Demonstrate increasing skills for presenting media art;
(2) Demonstrate increasing ability to create and adapt innovative solutions while creating a production of media art; and
(3) Use tools and techniques in standard and experimental ways to construct a work of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Evaluate the degree to which different formats for presenting media art achieve goals concerning the presentation and distribution of media art; and
(2) Evaluate the results of presenting of works of media art and ways in which such presentations could be improved.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to analyze how:
(1) Messages are created by components of media art; and
(2) A variety of forms, methods and styles in works of media art can be used to influence the experience of the audience.
(b) Interpret intent and meaning in works of media art, as demonstrated by the ability of the pupil to develop and use relevant criteria to interpret and construct meaning in media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to apply relevant criteria for evaluating the context of works of media art, processes for producing media art and the degree to which works of media art fulfill their intended purpose.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Evaluate personal and external resources needed to create works of media art; and
(2) Explain how works of media art form meanings and cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Analyze the relationship between a work of media art and social, community and cultural context; and
(2) Consider issues concerning copyright, ethics and media literacy when analyzing and interacting with tools for creating media art.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.332 Seventh grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in seventh grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate an AB or ABA rhythmic form that conveys expressive intent.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Construct personal musical ideas or compositions with AB or ABA rhythmic form; and
(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to evaluate his or her musical work;
(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and
(3) Present a final version of a personal composition in a manner that conveys expressive intent.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;
(2) Apply collaboratively developed criteria to select contrasting styles of music for performance and identify reasons for the selection;
(3) Explain the structural elements of music selected for performance;
(4) Read and identify by name and function standard symbols for rhythm, pitch, articulation and dynamics;
(5) Identify how performances are informed by cultural and historical context; and
(6) Perform pieces of music with contrasting styles in a manner that demonstrates the expressive qualities of the music.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to collaboratively develop criteria for a rubric to evaluate his or her performance, apply those criteria while rehearsing and use those criteria to determine when the pupil is ready to perform a piece of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) With technical accuracy to convey intent; and
(2) In a manner that is appropriate for the audience, venue, purpose and context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Compare contrasting works of music, explain the connections between works of music and the interests of the pupil and select music for a specific purpose;
(2) Classify and explain how the elements and expressive qualities of a piece of music relate to its structure; and
(3) Compare the context of music from a variety of genres, cultures and time periods.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.334 Seventh grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in seventh grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Identify multiple perspectives and solutions to staging challenges in a theatrical work;
(2) Explain solutions to design challenges in a theatrical work; and
(3) Describe the inner thoughts and objectives of a scripted or improvised character in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Justify ideas and artistic choices based on background knowledge and historical and cultural context; and
(2) Demonstrate respect for self and others when preparing a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine a theatrical work;
(2) Create effective physical and vocal traits for improvised or scripted characters in a theatrical work; and
(3) Plan technical designs while rehearsing a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to identify:
(1) Staging choices to enhance a story in a theatrical work; and
(2) Varied objectives of characters in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Participate in acting exercises and techniques in preparation for a theatrical work; and
(2) Select technical elements for integration into a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to participate in rehearsals of a theatrical work.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to compare personal reactions to artistic choices in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify artistic choices in a theatrical work based on personal experience;
(2) Describe how cultural perspectives influence the way in which a theatrical work is evaluated; and
(3) Analyze how personal aesthetics, preferences and beliefs can be used to discuss a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Explain an evaluation of a theatrical work using preferences, evidence and criteria;
(2) Apply production elements to assess aesthetic choices; and
(3) Identify how the intended purpose of a theatrical work appeals to specific audiences.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to combine multiple perspectives and ideas in a theatrical work.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Combine various arts to strengthen a theatrical work that has a particular global, cultural or historical context;
(2) Analyze and discuss the intentions of a playwright; and
(3) Identify the artifacts of a time period and place in which a theatrical work is set that appear in the theatrical work and use those artifacts to better understand choices relating to performance and design.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.336 Seventh grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in seventh grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Overcome creative blocks using recommended or self-generated methods; and
(2) Develop criteria to assist in creating visual art to achieve an identified purpose.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate persistence in developing skills relating to materials and methods for creating visual art;
(2) Demonstrate ethical responsibility when posting and sharing images and other materials on social media; and
(3) Apply strategies for visually organizing works of art in a manner that clearly communicates information or ideas.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to explain information about works of visual art using artist statements.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to:
(1) Compare and contrast methods of preserving, presenting and experiencing works of visual art and discuss the impact of technology on the preservation, presentation and experience of works of visual art; and
(2) Develop a portfolio of works of visual art that convey personal meaning.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to analyze and evaluate methods for preparing and presenting visual art.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to compare and contrast the experience of viewing collections and exhibitions of visual art in different venues.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Explain how the manner in which visual art is displayed, the location of such displays and the venue in which visual art is displayed influences the perception and value of the visual art; and
(2) Analyze multiple ways in which images influence specific audiences.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to interpret visual art by analyzing approaches to creating visual art to identify ideas and mood conveyed by the visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to compare and contrast an evaluation of a work of visual art based on personal criteria with an evaluation of the same work based on prescribed criteria.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual documentation of places and times experienced by the pupil and members of the community.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to analyze how responses to visual art reflect changing times, traditions, resources and culture.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.372 Sixth through eighth grades: Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in the sixth, seventh and eighth grades in social studies must be designed so that pupils meet the following performance standards by the completion of the eighth grade:
1. For the area of social studies disciplinary skills:
(a) Construct compelling questions based upon disciplinary concepts.
(b) Evaluate various answers to the compelling questions constructed pursuant to paragraph (a) within and across disciplines.
(c) Generate supporting questions that will lead to inquiry and research on compelling issues within a discipline in order to answer a compelling question generated pursuant to paragraph (a).
(d) Gather relevant information from multiple texts and evaluate the sourcing, context and corroboration of the texts with close reading and disciplinary skills.
(e) Identify multiple media sources when investigating current issues and evaluate the credibility and reliability of each such source.
(f) Using varied source material, strong evidence and clear reasoning, develop an argument based on substantive claims.
(g) Examine different arguments and identify the strengths and limitations of each argument.
(h) Construct organized explanations of relevant concepts for various audiences and purposes using evidence and reasoning.
(i) Participate in rigorous academic discussions that emphasize multiple viewpoints in which claims and evidence are acknowledged and critiqued.
(j) Draw on disciplinary concepts to explain the challenges that persons have faced in the past or are facing currently and the opportunities such persons have created in addressing local, regional and global problems at various times and in various places.
(k) Apply a range of deliberative and democratic procedures to make decisions and take action regarding important contemporary roles.
2. For the area of history:
(a) Compare the rise and fall of kingdoms and empires throughout the ancient world, including, without limitation, the governmental systems of such kingdoms or empires and the political developments of such kingdoms or empires.
(b) Examine instances of conflict, oppression, human rights violations and genocide that occurred in the ancient world and the responses of persons to these instances.
(c) Describe factors that shaped the identity of persons living in ancient civilizations, including, without limitation, religion, language, social class, geography, culture and society.
(d) Interpret events throughout world history from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:
(1) The Romans compared to the barbarians;
(2) Conquered persons compared to persons who conquer; and
(3) The Mongols compared to the Ming Chinese.
(e) Interpret events throughout the early history of the United States from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:
(1) Native Americans compared to settlers;
(2) Residents of northern states in the United States compared to residents of southern states in the United States; and
(3) Native-born citizens of the United States compared to immigrants.
(f) Investigate cultural developments within and across societies with attention to belief systems, philosophies, ideologies and the arts.
(g) Analyze the impact of technological developments on events, persons and cultures in the ancient world and throughout world history.
(h) Analyze the use of conflict and diplomacy in interactions in the ancient world and in global interactions.
(i) Compare the rise and fall of governmental systems and political developments throughout world history.
(j) Examine instances of conflict, oppression, human rights violations and genocide throughout the world as well as responses to these violations.
(k) Describe the factors that shape identity, including, without limitation, institutions, religion, language, social class, geography, culture and society.
(l) Interpret current events from a variety of cultural perspectives.
(m) Investigate the role of this State in the world using the five themes of geography:
(1) Place;
(2) Location;
(3) Human environment interaction;
(4) Movement; and
(5) Region.
(n) Assess the influence of diverse ideologies on politics, society and culture throughout the early history of the United States.
(o) Investigate the factors that shaped group and national identity throughout the early history of the United States and analyze how that relates to current views on American identity.
(p) Evaluate the causes and effects of regional differences throughout the early history of the United States.
(q) Analyze the influence of diverse cultural traditions on early American society.
(r) Analyze the impact of the political, social, cultural, economic, religious, geographic, intellectual and artistic changes throughout the history of the United States.
(s) Explain how persons and events throughout the history of this State influenced the larger national context and are influenced by the larger national context.
(t) Analyze the impact of westward expansion on the Native American communities in this State.
(u) Investigate the migration and immigration patterns to this State as a part of the history of the United States.
(v) Evaluate the use of conflict and diplomacy in international relations from the perspective of the United States.
(w) Investigate the causes, impacts and attitudes towards conflict and war from various points of view throughout the early history of the United States.
3. For the area of geography:
(a) Use and construct maps and images to explain and analyze regional, environmental and cultural characteristics in early civilizations and various places around the world.
(b) Explain how changes in transportation, communication and technology influenced the movement of persons, goods and ideas in civilizations, including, without limitation, in early civilization and throughout the early history of the United States.
(c) Explain how changes in population distribution, including, without limitation, movement to urban areas and changes due to flooding, disease and slavery, caused changes in land and water use in early civilizations.
(d) Explain how global changes in population distribution patterns cause changes in land use in particular areas.
(e) Explain how the relationship between the environmental characteristics of a place and the production of goods influences the spatial patterns of world trade.
(f) Analyze and explain the cultural, physical and environmental characteristics of places and regions and how these characteristics affect the lives of persons who live in such places and regions.
(g) Explain how the human, physical and environmental characteristics of early regions in the United States influenced and impacted the creation of new cultures.
(h) Explain how global circumstances affected changes in immigration, land use and population distribution in various regions throughout the early history of the United States.
(i) Explore the causes, motivations and consequences of voluntary and forced migration and immigration in the early history of the United States, including, without limitation:
(1) The Trail of Tears;
(2) Western movement; and
(3) The Great Migration.
4. For the area of economics:
(a) Differentiate between economic systems and patterns of trade and describe how such systems and patterns impact civilizations.
(b) Assess the economics of ancient civilizations, various nations and the early history of the United States, including, without limitation, assessing such civilizations and nations based on trade, resources, labor and monetary systems.
(c) Explain how trade impacted economic growth, labor markets, rights of citizens, the environment and the distribution of resources and income in different ancient civilizations.
(d) Explain how supply and demand, costs and competition influence market prices, wages and social and environmental outcomes.
(e) Explain and evaluate how economic policies impact persons, businesses, government structures and international organizations from a local scale to a global scale.
(f) Investigate the impact of global trade policies on nations and the citizens of such nations.
(g) Analyze the role of innovations and entrepreneurship in institutions throughout the early history of the United States.
(h) Evaluate how the economic policies implemented as a result of the Louisiana Purchase, the slave trade, the plantation economy and the period of Reconstruction impacted persons, businesses and society.
(i) Investigate the effects of the foreign economic policy of the United States nationally and globally throughout the early history of the United States.
5. For the area of civics:
(a) Describe the different political, civil, religious and economic organizations of early civilizations and throughout the history of the United States.
(b) Compare a current global issue to a historical event from an ancient civilization and propose a solution to the issue based upon knowledge of past outcomes.
(c) Compare and contrast governmental structures, processes and laws within and across early civilizations.
(d) Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts.
(e) Describe the roles of political, civil and economic organizations in shaping the lives of persons.
(f) Investigate a current global issue and propose a course of action to solve it.
(g) Examine the origins, purposes and impact of laws, treaties and international agreements.
(h) Examine the role the media played in shaping public perception and policies throughout the early history of the United States.
(i) Analyze the expansion of representative government throughout the early history of the United States.
(j) Compare a current national issue to a historical event from the early history of the United States in order to propose a solution to the issue based upon knowledge of past outcomes.
(k) Evaluate the social, political and economic changes that have impacted the evolution of laws throughout the history of the United States.
6. For the area of multicultural education:
(a) Analyze the ways in which dominant cultures have oppressed conquered persons or minority groups throughout early civilizations as well as the responses of those groups to this oppression.
(b) Assess the impacts of cultural diffusion when diverse groups interacted within and across early civilizations.
(c) Investigate the ways in which civilizations built communities of respect, equity and diversity throughout early world history.
(d) Analyze the intellectual, cultural, religious and artistic contributions to our modern world of racially and ethnically diverse persons.
(e) Explore instances of oppression in the modern world as well as individual and group resistance movements for social justice that have developed in response.
(f) Investigate the ways in which persons and nations build communities of respect, equity and diversity throughout the world today.
(g) Discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world.
(h) Analyze the causes, impact and abolition of slavery in the history of the United States.
(i) Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination throughout the history of the United States.
(j) Evaluate the impact of persons and reform movements on the struggle for greater civil rights and liberties throughout the early history of the United States.
(k) Discuss the contributions of racially and ethnically diverse leaders to the advancement of our community and nation.
(l) Analyze the intellectual, cultural, religious and artistic contributions of diverse persons throughout the early history of the United States.
(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)
NAC 389.381 Sixth through eighth grades: Health. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in sixth grade, seventh grade and eighth grade in health must be designed so that pupils meet the following performance standards by the completion of the eighth grade:
1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
(a) Analyze the relationship between behaviors concerning the health of a person and personal health;
(b) Identify the behaviors of a person that affect the function and development of the systems of the human body, including, without limitation, the human reproductive system in accordance with NRS 389.036;
(c) Explain the interrelationships between the physical, emotional, intellectual and social health in adolescence;
(d) Define personal boundaries and clear personal limits for the pupil;
(e) Respect the personal boundaries and clear personal limits of other persons;
(f) Describe how age, gender, physical activity, lifestyle and heredity affect the nutrient needs of a person;
(g) Analyze the use of a substance that is beneficial to a person and the use of a substance that is harmful to a person;
(h) Develop a plan for personal safety to reduce or prevent injuries;
(i) Examine the likelihood that a person will suffer a serious injury or illness if the person engages in behaviors that increase the risk of such an injury or illness;
(j) Describe how behaviors of a person, pathogens, heredity and other factors relate to the prevention of illnesses and diseases;
(k) Discuss how the behaviors concerning the health of a person affect that person’s risk of contracting an illness or a disease;
(l) Identify the applicable laws and regulations which protect community health; and
(m) Apply the actions a person may take to contribute to the enhancement of the environment.
2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:
(a) Describe situations which may require services from providers of health care;
(b) Determine the accessibility of products and services that enhance health; and
(c) Seek protection from potentially unsafe situations by practicing ways to stay safe while using technology.
3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:
(a) Explain the importance of a person assuming responsibility for healthy behaviors;
(b) Create a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;
(c) Demonstrate methods of responding to behaviors that put a pupil at risk, including, without limitation, the use of alcohol, tobacco and other drugs;
(d) Understand basic procedures in safety, first aid and life-saving measures, including, without limitation, the use of and procedures for using recreational safety equipment;
(e) Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation according to the guidelines of the American Heart Association;
(f) Discuss the purpose, operation and safe use of an automated external defibrillator;
(g) Evaluate the behaviors of the pupil that put the pupil at risk for injury, including, without limitation, self-harming behaviors and harmful trends; and
(h) Analyze the behaviors of a pupil that increase the risk of the pupil spreading communicable diseases, including, without limitation, sexually transmitted diseases, mononucleosis, tuberculosis and influenza.
4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:
(a) Explain how different sources affect the practices and behaviors concerning the health of a person;
(b) Explain how a person’s perceptions of norms affect the behaviors concerning the person’s health and the health-related risks taken by the person;
(c) Examine how different sources influence a person’s food choices;
(d) Examine the influence of family, peers and information on the decisions of a person with substance use disorder;
(e) Explain how school policies and public health policies affect the promotion of health and the prevention of diseases; and
(f) Critique a variety of consumer influences that affect decisions concerning the health of a person.
5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:
(a) Practice refusal and negotiation skills that avoid or reduce health risks;
(b) Express ways to communicate with other persons about the pupil’s perceived body image;
(c) Practice appropriate methods for responding to situations that present a risk of harm to a person, including, without limitation, situations involving the use of alcohol, tobacco and other drugs;
(d) Demonstrate the ways to ask for assistance to enhance the health of the pupil and other persons;
(e) Implement refusal and negotiation skills to resolve conflicts; and
(f) Describe the reporting process in the pupil’s school, including, without limitation, when and where to report a situation that is potentially unsafe.
6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Apply skills and strategies for the efficient management of time to reach a long-term personal health goal;
(b) Analyze how short-term personal health goals and long-term personal health goals change throughout a person’s life;
(c) Analyze how short-term personal health goals and long-term personal health goals affect the community and environment; and
(d) Create and analyze goals for interpersonal safety while using media and technology.
7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:
(a) Demonstrate ways to influence and support a person in making positive health choices;
(b) Analyze how a message influences community practices affecting the environment and consumer health; and
(c) Demonstrate how to be a person who is present at a potentially unsafe event or incident and intervenes appropriately if the pupil determines such intervention is necessary for the personal health of the pupil or the health of another person, the family of the pupil or the community.
8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Defend the selection of choices that are healthy and eliminate choices that are not healthy when making a decision;
(b) Compare the short-term and long-term consequences of a person’s choice regarding the use and abuse of substances;
(c) Compare the short-term and long-term consequences of a person’s health decisions;
(d) Apply a decision-making process to a health issue or significant problem, including, without limitation, applying a decision-making process to a potentially abusive situation in order to get help or leave the situation; and
(e) Identify the legal and social consequences associated with abusive behaviors.
(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018; R087-18, 8-30-2018)
NAC 389.386 Sixth through eighth grades: Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of the eighth grade, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in sixth grade, seventh grade and eighth grade in physical education must be designed so that pupils meet the following performance standards by the completion of the eighth grade:
1. Demonstrate competency in the motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:
(a) Apply locomotor and nonlocomotor movements while participating in physical activities;
(b) Demonstrate manipulative skills in a variety of environments and under several different conditions;
(c) Execute moderately difficult and complex motor skills and patterns of movement while participating in physical activities; and
(d) Demonstrate safe practices while participating in physical activities.
2. Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:
(a) Apply concepts relating to critical elements of forms of movement to specialized skills while participating in physical activities;
(b) Carry out multiple game strategies while participating in physical activities; and
(c) Carry out appropriate practices relating to safety with regard to oneself and other persons while participating in physical activities.
3. Participate regularly in physical activities, as demonstrated by the ability of the pupil to:
(a) Participate in a variety of moderate to vigorous physical activities;
(b) Apply healthy patterns of activity by participating regularly in physical activity; and
(c) Identify opportunities at school for participation in physical activities on a regular basis.
4. Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:
(a) Develop a plan for physical activity that uses principles of training or conditioning to improve his or her physical fitness; and
(b) Monitor the physiological effects during various physical activities and levels of intensity of those physical activities.
(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)
NAC 389.3905 Sixth through eighth grades: Computer education and technology. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for computer education and technology, including, without limitation, computer science and computational thinking, offered in public schools. Instruction in sixth grade, seventh grade and eighth grade in computer education and technology, including, without limitation, computer science and computational thinking, must be designed so that pupils meet the following performance standards by the completion of the eighth grade:
1. For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:
(a) Independently apply prior knowledge to develop new ideas, products or processes using digital tools;
(b) Create an original work in a digital format to demonstrate personal or group expression;
(c) Use digital models and simulations to answer questions or solve problems; and
(d) Use technology to track trends, predict possibilities, and make and justify predictions using evidence, experiments and collaboration.
2. For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:
(a) Collaborate with other pupils to create and publish digital products for real audiences in a variety of digital environments;
(b) Communicate information and ideas using digital text, images, sounds and video;
(c) Create digital products in formats that are appropriate for specific audiences and purposes;
(d) Use digital resources to communicate with other pupils and persons from a variety of cultures and places;
(e) Contribute to a group project to produce original works or solve problems; and
(f) Choose a method of interacting electronically for a specific goal or purpose.
3. For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:
(a) Use digital tools to plan and organize a research-based inquiry;
(b) For a research project, use digital tools to plan a timeline, track the progress of the project and cite the sources the pupil used for the project;
(c) Use techniques for advanced searches to locate, access, synthesize and evaluate information in multiple sources to create an original product;
(d) Use digital tools to organize information with main ideas and supporting documents;
(e) Evaluate and compare facts and opinions in different sources of digital content and describe the point of view of the content;
(f) Choose and justify the use of appropriate digital resources to accomplish a variety of tasks;
(g) Use multiple digital tools to collect and process data to test theories and hypotheses; and
(h) Use a variety of formats to report results and evaluate the strengths and weaknesses of those formats.
4. For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:
(a) Use digital resources to identify a problem that arises in an everyday situation and develop questions that will guide the pupil in the investigation of the problem;
(b) Choose the appropriate digital planning tools for a project and use those tools to complete the project;
(c) Use data, examine patterns and use digital tools to research a problem that arises in an everyday situation and present a solution to the problem; and
(d) Use multiple processes to explore alternative solutions to and diverse perspectives on problems that arise in everyday situations and use digital tools to present a solution to the problems.
5. For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:
(a) Model legal and ethical behaviors while using information and technology, including, without limitation, properly selecting, acquiring and citing a resource;
(b) Develop an argument for using technological resources in a safe, legal and responsible manner;
(c) Explain the value of current and emerging technologies to persons, society and the world;
(d) Assess the potential of current and emerging technologies to address personal, societal, lifelong learning and career needs; and
(e) Describe principles of leadership and ways to use current and emerging technologies in a responsible manner to foster leadership skills.
6. For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:
(a) Explain the uses for and advantages of technological systems;
(b) Demonstrate keyboarding skills by completing a variety of assignments in a timely manner;
(c) Choose and justify the use of digital tools and resources to accomplish a variety of tasks;
(d) Develop and apply strategies for solving common hardware and software problems; and
(e) Apply prior knowledge of technology to a current or emerging technology to answer a question that arises in everyday situations.
7. For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:
(a) Use a flowchart or pseudocode to address a complex problem as an algorithm;
(b) Design a meaningful solution for an end user which incorporates data gathered from collaboration by team members with the end user;
(c) Incorporate existing code, media and libraries into an original program and give proper attribution;
(d) Systematically test and refine a program using a range of test cases;
(e) Distribute tasks and maintain a project timeline when collaboratively developing a computational artifact;
(f) Document a program to make the program easier to follow, test and debug by others;
(g) Create clearly named variables that represent different types of data and perform operations on the values of such variables;
(h) Design and iteratively develop a program that combines control structures, including, without limitation, nested loops and compound conditionals;
(i) Decompose a problem into subproblems, and a subproblem into parts, to facilitate the design, implementation and review of a program; and
(j) Create a procedure with parameters to organize code and make code easier to reuse.
8. For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:
(a) Design and evaluate a project that combines hardware and software components to collect and exchange data;
(b) Recommend improvements to the design of a computing device based on an analysis of how users interact with the device, noting that advantages may have disadvantages and unintended consequences; and
(c) Systematically identify and fix problems with a computing device and its components.
9. For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:
(a) Model an encoding scheme used by a software tool to convert data, stored as bits, into a form that is more easily understood;
(b) Collect data using a computational tool and transform the data to make the data more meaningful and useful; and
(c) Refine a computational model based on the reliability and validity of the data generated by the computational model.
10. For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:
(a) Compare the tradeoffs associated with a computing technology that affects the everyday activities and career options of persons;
(b) Discuss and evaluate issues of bias and accessibility in the design of an existing technology;
(c) Collaborate with many contributors when creating a computational artifact through the use of strategies, including, without limitation, crowdsourcing or surveys;
(d) Identify the risks associated with sharing information digitally; and
(e) Evaluate how legal and ethical issues shape computing practices.
11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:
(a) Explain how physical and digital security measures protect electronic information;
(b) Apply multiple methods of encryption to model the secure transmission of information; and
(c) Compare and contrast modeled protocols used in transmitting data across networks and the Internet.
(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; R041-18, 6-26-2018)
NAC 389.393 Eighth grade: Home and career skills. (NRS 385.080, 385.110) A course of study in home and career skills must include instruction designed to teach the pupil by the completion of the eighth grade to:
1. Describe how decisions are made.
2. Describe how different types of decisions differ with regard to frequency, level and complexity when given the opportunity to analyze typical activities of teenagers.
3. Explain how human needs, wants, values, goals and standards affect decision making when given a variety of life situations.
4. Apply the principles of making decisions to given life situations.
5. Apply the process of solving problems to a given life situation and select a solution from a group of alternatives.
6. Demonstrate how human and nonhuman resources can be used to accomplish a given task.
7. Apply the principles of management to demonstrate the interchangeable nature of resources.
8. Demonstrate the interrelationship among the skills of decision making, problem solving and management.
9. Relate self concept and factors which affect its formation and development to the pupil’s own situation.
10. Recognize that personal judgments of others are affected by appearance, behavior and gender.
11. Establish a goal for personal improvement.
12. Identify and resolve concerns common to adolescents.
13. Apply the skills of decision making, problem solving and management to attain a goal established for personal improvement.
14. Develop a plan to manage personal time that incorporates personal values, standards and goals.
15. Analyze the influence of peers and “significant others” on personal development.
16. Analyze the influence of the family on personal development.
17. Develop communication skills used in interpersonal relationships.
18. Recognize the adolescent’s role in providing for the needs of others who are dependent upon him or her.
19. Analyze how roles and responsibilities change in relation to personal development.
20. Identify the factors that influence the practices of the consumer.
21. Identify the rights and responsibilities of the consumer and the alternative choices that a consumer possesses regarding money, nutrition, wardrobe and the management of his or her personal environment.
22. Demonstrate skills related to comparative shopping.
23. Apply the principles of managing money to a personal spending plan.
24. Evaluate safe, efficient and profitable methods of saving money to manage personal resources.
25. Apply procedures that will protect personal money and avoid unnecessary risks.
26. Describe the significance of the cultural, social, psychological, biological, economic, political, global and leisure conditions which affect a person’s choice of food.
27. Evaluate dietary patterns to meet nutritional needs.
28. Apply the skills of decision making, problem solving and management to purchasing food and preparing meals.
29. Plan a wardrobe and accessories based on personal wants, values and finances.
30. Demonstrate care and maintenance of a personal wardrobe and accessories.
31. Describe the human need for personal privacy and the respect for the property of others.
32. Apply the skills of decision making, problem solving and management in selecting, using and maintaining living accommodations.
33. Identify the reasons for working, using descriptions of different work environments.
34. Identify characteristics of workers that contribute to individual and group success.
35. Predict the effects of technology and the changing roles of society on work and workers in the 21st century.
36. Apply the skills of decision making, problem solving and management to planning a career.
37. Determine alternative career interests and the suitability of entrepreneurship as a career choice.
38. Analyze factors that lead to the success of a small enterprise.
(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92)—(Substituted in revision for NAC 389.442)
NAC 389.395 Seventh and eighth grades: Required courses where subjects taught by different teachers. (NRS 385.080, 385.110, 389.0185) The following courses of study are required for the seventh and eighth grades where the subjects offered by the school are taught by different teachers:
1. Mathematics.
2. Science.
3. Social studies, which must include instruction in at least three of the following areas by completion of the eighth grade:
(a) Civics.
(b) Economics.
(c) The history of Nevada.
(d) The history of the United States.
(e) The geography of the world.
4. English language arts.
(Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90; 5-27-92; R076-99, 11-4-99; R074-00, 6-20-2000)
NAC 389.402 Eighth grade: Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for English language arts offered in public schools.
3. For the 2011-2012 school year and each school year thereafter, instruction in the eighth grade in English language arts must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012)
NAC 389.407 Eighth grade: Common Core Standards for mathematics. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for mathematics developed by the Common Core State Standards Initiative for the eighth grade are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards in mathematics for the eighth grade may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of the eighth grade, pupils must know and be able to do everything required in the previous grades for mathematics offered in public schools.
3. For the 2013-2014 school year and each school year thereafter, instruction in the eighth grade in mathematics must be designed so that by the completion of the eighth grade, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, eff. 5-30-2012; A by R019-11, 5-30-2012, eff. 7-1-2013)
NAC 389.4075 Eighth grade: Dance theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in eighth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Develop content for an original dance; and
(2) Identify personal preferences to create and communicate an original dance.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Collaborate to apply choreographic devices and dance structures to choreograph an original dance with clear intent; and
(2) Apply criteria to choreograph a dance that communicates personal or cultural meaning.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise choreography based on self-reflection and feedback from others; and
(2) Document a section of a dance using writing, symbols or media technology.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Design body shapes in relation to other dancers during complex floor and air patterns;
(2) Analyze phrasing of movement and breathing and apply such an analysis to dance phrases; and
(3) Incorporate energy and dynamics into dance techniques in order to enhance and project movement.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate technical dance skills and execute spatial designs or rhythmic dance phrases; and
(2) Evaluate practices and methods for maintaining and improving personal health.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate leadership qualities when preparing performances; and
(2) Execute production elements to intensify the artistic intent of a dance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Describe patterns of movement and their relationships in dance in the context of artistic intent; and
(2) Explain how elements of dance are used in a variety of genres, styles or cultural movement practices.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to explain how artistic expression is achieved through relationships between the elements of a dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to determine why a performance is effective.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Make connections between different dances and the development of personal perspective; and
(2) Create a dance that explores contrasting ideas and uses a choreographic process informed by research.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to analyze how dances from a variety of cultures, societies, historical periods or communities reveal the ideas and perspectives of the people who created the dances.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.408 Eighth grade: Media arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in eighth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to use innovative processes to generate ideas and solutions concerning media art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to critique ideas, plans, prototypes, processes for production and intent.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Use processes for producing media art to integrate content and stylistic conventions to construct purposeful productions of media art; and
(2) Analyze and refine works of media art by emphasizing expressive elements and understand the audience, purpose and place of a work of media art.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate different media content and forms of media to convey consistent perspectives and narratives and reach a particular audience.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) A defined range of skills for presenting media art;
(2) A defined range of abilities to develop solutions for identified problems within a production of media art; and
(3) Adaptability using tools and techniques in standard and experimental ways to construct a work of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Design the presentation and distribution of works of media art in multiple contexts and using multiple formats; and
(2) Evaluate the results of presenting of works of media art and ways in which such presentations could be improved.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to compare and contrast:
(1) The relationships between components and style in works of media art; and
(2) How a variety of forms, methods and styles in works of media art can be used to influence the experience of the audience and the meaning of the works to the audience.
(b) Interpret the meaning in works of media art, as demonstrated by the ability of the pupil to use intent, form and context to interpret the meaning of a work of media art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to use context to select criteria for evaluating the context of works of media art and processes for producing media art in order to provide constructive feedback.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Evaluate personal and external resources needed to create works of media art; and
(2) Explain how works of media art create meanings and cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Explain how works of media art relate context, purposes and values; and
(2) Consider issues concerning copyright, ethics and media literacy when analyzing and interacting with tools for creating media art.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.4085 Eighth grade: Music theory and practice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music theory and practice in eighth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate rhythmic and harmonic phrases in an expanded form that convey expressive intent.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Construct personal musical ideas for arrangements, songs and other compositions that demonstrate tension and release, unity, variety and balance and convey expressive intent; and
(2) Use iconic notation, standard notation or recording technology to document simple rhythmic phrases and harmonic ideas created by the pupil.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to evaluate his or her musical work;
(2) Make revisions to musical work based on a rubric and feedback and describe the reasons for those revisions; and
(3) Present a final version of a personal composition in a manner that conveys expressive intent.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Sing or play instruments when performing musical selections appropriate for the age of the pupil;
(2) Apply personally developed criteria to select contrasting styles of music for performance and identify reasons for the selection;
(3) Compare the structure of contrasting pieces of music selected for performance;
(4) Sight-read in treble or bass clef simple rhythmic, melodic or harmonic notation;
(5) Identify how performances are informed by cultural and historical context and how such context creates different effects in music; and
(6) Perform pieces of music with contrasting styles in a manner that demonstrates the expressive qualities of the music.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to personally develop criteria for a rubric to evaluate his or her performance, apply those criteria while rehearsing and use those criteria to determine when the pupil is ready to perform a piece of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music:
(1) With technical accuracy to convey intent; and
(2) In a manner that is appropriate for the audience, venue, purpose and context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Select programs of music for a specific purpose and demonstrate connections to the interests of the pupil;
(2) Compare and explain how the elements and expressive qualities of different pieces of music relate to their structure; and
(3) Compare the context of music from a variety of genres, cultures and time periods.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret a musical work using the cultural and historical context of the work and explain the interpretation.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to apply a rubric to evaluate musical works or performances.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.409 Eighth grade: Theater. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in eighth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Identify multiple perspectives and solutions to staging challenges in a theatrical work;
(2) Explain solutions to design challenges in a theatrical work; and
(3) Develop the inner thoughts and objectives of a scripted or improvised character in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Analyze background, knowledge and historical context to develop original ideas for a theatrical work; and
(2) Collaborate to share responsibilities when creating a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and refine a theatrical work;
(2) Create effective physical and vocal traits for improvised or scripted characters in a theatrical work; and
(3) Use technology to implement planned technical design while rehearsing a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Survey different pacing to effectively communicate the story of a theatrical work; and
(2) Identify varied objectives of characters in a theatrical work and tactics used by such characters to overcome obstacles.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Participate in acting exercises and techniques to improve a theatrical work; and
(2) Select technical elements for integration into a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to perform a theatrical work for an audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to apply criteria to evaluate artistic choices in a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Identify artistic choices in a theatrical work;
(2) Analyze how cultural perspectives influence the way in which a theatrical work is evaluated; and
(3) Apply personal aesthetics, preferences and beliefs to evaluate a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Respond to a theatrical work using evidence, personal aesthetics and artistic criteria;
(2) Apply production elements to assess aesthetic choices; and
(3) Analyze the impact of a theatrical work on a specific audience.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to analyze an issue of the community through multiple perspectives in the context of a theatrical work.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Combine different forms of theatrical work to examine contemporary social, cultural or global issues;
(2) Compare different productions of the same theatrical work; and
(3) Identify the artifacts of a time period and place in which a theatrical work is set that appear in the theatrical work and use those artifacts to better understand choices relating to performance and design.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.4095 Eighth grade: Visual arts. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in eighth grade, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Document the early stages of the creative process using traditional or new media; and
(2) Investigate an aspect of modern life using a contemporary practice in the field of art and design.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate willingness to develop skills using materials and methods commonly used in the creation of visual art;
(2) Demonstrate ethical responsibility concerning copyright, fair use and use of the creative commons; and
(3) Design images and words to make clear and compelling presentations.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to apply criteria to plan revisions to a work of visual art or design.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to apply criteria for evaluating a collection of visual art for presentation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to present works of visual art based on a theme with exhibition narratives.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to analyze the influence of an exhibition or collection on ideas, beliefs and experiences.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Explain how aesthetic choices are influenced by culture, environment and anticipated impact on viewers; and
(2) Compare and contrast the ways in which context and media images influence ideas, emotions and actions.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to interpret visual art by analyzing approaches to creating visual art to identify ideas and mood conveyed by the visual art.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to create convincing and logical arguments to support his or her evaluation of a work of visual art.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to create visual art that reinforces and reflects a group identity.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to identify ways in which visual art is used to represent, establish and reinforce a group identity.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.411 Sixth through eighth grades: Science. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of the sixth grade, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in the sixth, seventh and eighth grades in science must be designed so that pupils meet the following performance standards by the completion of the eighth grade:
1. For the area of physical science, understand:
(a) Matter and its interactions, as demonstrated by the ability of the pupil to:
(1) Develop models to demonstrate the atomic composition of simple molecules and extended structures.
(2) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
(3) Gather and analyze information to describe that synthetic materials are derived from natural resources and impact society.
(4) Develop a model that demonstrates predictions and changes in the particle motion, temperature and state of a pure substance when thermal energy is added or removed.
(5) Develop and use a model to demonstrate that the total number of atoms does not change in a chemical reaction and that mass is therefore conserved.
(6) Undertake a design project to construct, test and modify a device that either releases or absorbs thermal energy by chemical processes.
(b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:
(1) Apply Newton’s third law of motion to design a solution to a problem involving the motion of two colliding objects.
(2) Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
(3) Ask questions about data to determine the factors that affect the strength of electrical and magnetic forces.
(4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
(5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
(c) Energy, as demonstrated by the ability of the pupil to:
(1) Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object.
(2) Develop a model to demonstrate that, when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
(3) Apply scientific principles to design, construct and test a device that either minimizes or maximizes the transfer of thermal energy.
(4) Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass and the change in the average kinetic energy of particles as measured by the temperature of the sample.
(5) Construct, use and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
(d) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:
(1) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in the wave.
(2) Develop and use a model to demonstrate that waves are reflected, absorbed or transmitted through various materials.
(3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
2. For the area of life science, understand:
(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:
(1) Conduct an investigation to provide evidence that living things are made of cells and that some living things consist of one cell while others consist of many different numbers and types of cells.
(2) Develop and use a model to demonstrate the function of a cell as a whole and the ways in which the parts of a cell contribute to that function.
(3) Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
(4) Use arguments based on empirical evidence and scientific reasoning to explain how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
(5) Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
(6) Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and the flow of energy into and out of organisms.
(7) Develop a model to demonstrate how food is rearranged through chemical reactions by forming new molecules that support growth or release energy as this matter moves through an organism.
(8) Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to:
(1) Analyze and interpret data to provide evidence of the effects of resource availability on organisms and populations of organisms in an ecosystem.
(2) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
(3) Develop a model to demonstrate the manner in which matter cycles and energy flows among living and nonliving parts of an ecosystem.
(4) Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
(5) Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
(c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to:
(1) Develop and use a model to demonstrate why structural changes to genes located on chromosomes, known as mutations, may affect proteins and may result in harmful, beneficial or neutral effects to the structure and function of the organism.
(2) Develop and use a model to demonstrate why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
(d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to:
(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, assuming that natural laws operate the same today as in the past.
(2) Apply scientific concepts to construct explanations for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
(3) Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
(4) Construct an explanation based on evidence that describes how genetic variations of traits in a population increase the probability that some members of the population will survive and reproduce in a specific environment.
(5) Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.
(6) Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
3. For the area of earth science, understand:
(a) The earth’s place in the universe, as demonstrated by the ability of the pupil to:
(1) Develop and use a model of the earth-sun-moon system to demonstrate the cyclical patterns of lunar phases, eclipses of the sun and moon and the seasons.
(2) Develop and use a model to demonstrate the role of gravity in the way in which things move within galaxies and the solar system.
(3) Analyze and interpret data to determine scale properties of objects in the solar system.
(4) Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize the 4.6-billion-year-old history of earth.
(b) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Develop a model to demonstrate the cycling of the earth’s materials and the flow of energy that drives this process.
(2) Construct an explanation based on evidence for how geoscientific processes have changed the earth’s surface at varying times and spatial scales.
(3) Analyze and interpret data regarding the distribution of fossils and rocks, continental shapes and seafloor structures to provide evidence of past plate motions.
(4) Develop a model to demonstrate the cycling of water through the earth’s systems driven by energy from the sun and the force of gravity.
(5) Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
(6) Develop and use a model to demonstrate how unequal heating and rotation of the earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to:
(1) Construct a scientific explanation based on evidence for how the uneven distributions of the mineral, energy and groundwater resources of the earth are the result of past and current geoscientific processes.
(2) Analyze and interpret data regarding natural hazards to forecast future catastrophic events for use in the development of technologies to mitigate the effects of such hazards and events.
(3) Apply scientific principles to design a method for monitoring and minimizing human impacts on the environment.
(4) Construct an argument supported by evidence for how increases in the human population and per capita consumption of natural resources impact the earth’s systems.
(5) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and the potential impacts on humans and the natural environment that may limit possible solutions.
(b) Evaluate competing design solutions using a systematic process to determine how well the solutions meet the criteria and constraints of the problem.
(c) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each solution that can be combined into a new solution to better meet the criteria for success.
(d) 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.
(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)
Requirements for Promotion to High School
NAC 389.445 Required units of credit; pupils with disabilities; pupils who transfer between schools; recognition of certain programs of homeschool study. (NRS 385.080, 392.033)
1. Except as otherwise provided in subsection 4, a pupil must earn at least the following units of credit during the seventh and eighth grades for promotion to high school:
(a) One and one-half units of credit in English with a passing grade;
(b) One and one-half units of credit in mathematics with a passing grade;
(c) One unit of credit in science with a passing grade; and
(d) One unit of credit in social studies with a passing grade.
2. A pupil may apply units of credit toward promotion to high school if the pupil earned the units of credit:
(a) At a public or private junior high or middle school located in this State.
(b) At a public or private junior high or middle school located outside of this State if the school district approves a transfer of the units in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.
(c) At the Nevada Youth Training Center or the Caliente Youth Center.
(d) During summer school in courses offered by a public or private junior high or middle school. Such units must be earned in courses which are equivalent to the courses offered in the programs of the junior high or middle school in which the pupil is enrolled.
(e) While being homeschooled in this State or homeschooled outside of this State if the school district approves the units in accordance with NRS 392.033.
3. If a pupil earns units of credit for sectarian religious courses, he or she may not apply those units toward promotion to high school.
4. A pupil with a disability who is enrolled in a program of special education may be promoted to high school if the pupil meets the requirements for promotion to high school that are prescribed in his or her individualized educational program.
5. If a pupil transfers to a junior high or middle school from a junior high or middle school in this State or from a school outside of this State, the courses of study and units of credit completed by the pupil before transferring must be evaluated by the school district that the pupil transfers to in accordance with the procedure adopted by the board of trustees of the school district pursuant to subsection 3 of NRS 392.033.
6. For purposes of paragraph (a) of subsection 5 of NRS 392.033, the board of trustees of a school district may consider recognition of the programs of homeschool study accredited by a national or regional accrediting association recognized by the board of trustees of the school district.
(Added to NAC by Bd. of Education by R064-98, eff. 9-9-98; A by R076-99, 11-4-99; R015-06, 9-18-2007; R154-07, 1-30-2008; R037-12, 9-14-2012)
HIGH SCHOOL
Required Courses of Study
NAC 389.450 Prescribed courses of study for graduation. (NRS 385.080, 385.114, 388.360, 389.021, 389.072) In addition to the courses of study required in chapter 389 of NRS, the State Board of Education prescribes the following courses of study for graduation from a public high school:
1. Arts and humanities, or career and technical education;
2. Health education;
3. English;
4. Mathematics, which may include the following courses of study:
(a) Basic mathematics;
(b) Mathematics for everyday living;
(c) Prealgebra;
(d) Algebra I;
(e) Geometry;
(f) Algebra II;
(g) Trigonometry;
(h) Analytic geometry;
(i) Precalculus;
(j) Calculus; and
(k) Probability and statistics;
5. Physical education or personal fitness;
6. Science, which may include the following courses of study:
(a) Life science;
(b) Earth science;
(c) Physical science;
(d) Environmental science; and
(e) General science;
7. Computer education and technology, for which at least 50 percent of the instructional time for the course is dedicated to computer science and computational thinking; and
8. Academic achievement, career exploration, and personal and social development.
(Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87; 5-19-88; 1-26-90, eff. 9-1-92; 3-27-92, eff. 9-1-92; 10-8-93; R061-02, 9-6-2002; R010-03, 10-30-2003; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R078-18, 9-27-2018)
NAC 389.452 Arts and humanities. (NRS 385.080, 385.114, 389.021) The required course of study in arts and humanities may be one of the following:
1. Visual arts.
2. Music theory and practice, including, without limitation:
(a) Music composition and theory;
(b) Harmonizing instruments;
(c) Music technology; and
(d) Traditional ensembles.
3. Theater.
4. World language.
5. Dance theory and practice.
6. Media arts.
7. Other courses which are submitted to and approved by the State Board of Education, which may include the following:
(a) American literature.
(b) Mythology.
(c) The novel.
(d) Shakespearean literature.
(e) The short story.
(f) Modern literature.
(g) English literature.
(h) World literature.
(i) Creative writing.
(j) The history of humans.
(k) Psychology.
(l) Creative thinking.
(m) Humanities.
(n) Sociology.
(o) Cultural anthropology.
(Added to NAC by Bd. of Education, eff. 5-4-87; A 5-19-88; R073-00, 6-20-2000; R063-14, 10-24-2014; R043-18, 12-19-2018)
NAC 389.455 Health. (NRS 385.080, 385.114, 389.021, 389.520) Instruction in high school in health must be designed so that pupils meet the following performance standards by the completion of high school:
1. Comprehend concepts related to the promotion of health and the prevention of disease to enhance health, as demonstrated by the ability of the pupil to:
(a) Evaluate the effect of family history, health choices and level of stress on the health of a person;
(b) Formulate a strategy for personal health that includes the use of self-reflection to achieve overall wellness;
(c) Apply knowledge of food and nutrient needs when making decisions regarding food choices and meal plans;
(d) Apply knowledge of physical activity and health to develop a plan for daily activity;
(e) Analyze the physiological, psychological and social effects of substance use disorder;
(f) Examine ways to reduce or prevent injuries and violence;
(g) Analyze the potential for injury, illness or death which results from a person engaging in behavior that increases health risks;
(h) Evaluate the effects of advances in research and medicine on the prevention and control of illnesses and diseases;
(i) Analyze the influence of the environment on the health of a person and the health of the community;
(j) Develop personal boundaries and clear personal limits for the pupil;
(k) Respect the boundaries and clear personal limits of other persons; and
(l) Explain the role of consumers in preventing the spread of illness and disease.
2. Access reliable health information, products and services to enhance health, as demonstrated by the ability of the pupil to:
(a) Evaluate the validity of health information, products and services; and
(b) Use resources, including, without limitation, resources from home, school and the community, that provide reliable information regarding health products and services.
3. Practice health-enhancing behaviors and avoid and reduce health risks, as demonstrated by the ability of the pupil to:
(a) Analyze a variety of behaviors that avoid or reduce health risks to the pupil and others;
(b) Implement a wellness plan that meets dietary guidelines and includes moderate to vigorous physical activity;
(c) Evaluate the behaviors of the pupil relating to substance use disorder;
(d) Demonstrate practices and behaviors to avoid injury and reduce the risk of injury to the pupil or other persons, including, without limitation, refraining from driving while impaired, using a safety belt, refraining from fighting and avoiding self-harming behaviors;
(e) Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation according to the guidelines of the American Heart Association;
(f) Explain the purpose, operation and safe use of an automated external defibrillator; and
(g) Evaluate the responsibility of a pupil in promoting health and avoiding or reducing behaviors that increase health risks to the pupil or other persons.
4. Analyze the influence of family, peers, culture, media, technology and other factors on behaviors concerning health, as demonstrated by the ability of the pupil to:
(a) Analyze how different sources support and challenge beliefs, practices and behaviors concerning the health of a person;
(b) Analyze how a person’s perceptions of norms affect the behaviors concerning the person’s health and the health-related risks taken by the person;
(c) Evaluate different sources that influence a person’s food choices and physical activity habits;
(d) Conduct a self-evaluation of the influence of different sources on the development of values regarding substance use disorder; including, without limitation, prescription medications and over-the-counter medications;
(e) Analyze current events and the influence of those events on the promotion of health and the prevention of disease; and
(f) Evaluate the impact of media and technology on the health of a person, a family and the community.
5. Use interpersonal communication skills to enhance health and to reduce or avoid health risks, as demonstrated by the ability of the pupil to:
(a) Apply refusal, negotiation and collaboration skills to enhance health;
(b) Communicate acceptance of the physical and developmental characteristics of the pupil and other persons;
(c) Implement communication skills to enhance the ability of the pupil to make responsible decisions regarding substance use disorder;
(d) Apply strategies to prevent or resolve conflicts without harming the pupil or other persons;
(e) Safely use technology while interacting with other persons; and
(f) Explain the process for reporting dangerous situations within the school setting and describe where and when to report dangerous situations.
6. Use goal-setting skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Implement strategies to monitor the progress of the pupil toward achieving a short-term personal health goal and a long-term personal health goal;
(b) Execute a plan that addresses the pupil’s strengths, needs and risks in achieving short-term personal health goals and long-term personal health goals;
(c) Create a plan of action toward improving the community and environment; and
(d) Evaluate how setting interpersonal goals for safety while using media and technology will impact the physical, mental, social and emotional health of the pupil.
7. Promote and support personal, family and community health, as demonstrated by the ability of the pupil to:
(a) Implement activities that influence and support a person in making positive health choices;
(b) Design a message that enhances and promotes community health; and
(c) Recognize how a person who is present at a potentially unsafe event or incident and intervenes appropriately can help prevent violence by reporting a potentially unsafe situation.
8. Use decision-making skills to enhance health, as demonstrated by the ability of the pupil to:
(a) Apply a decision-making process to more than one potentially abusive situation in order to get help or leave the situation;
(b) Formulate a plan to effectively enhance personal health;
(c) Evaluate the effectiveness of making decisions regarding substance use disorder;
(d) Determine the benefits of applying a thoughtful decision-making process in situations concerning health;
(e) Analyze the legal and social consequences associated with abusive behaviors; and
(f) Examine barriers in the community that impede the ability to make healthy decisions.
(Added to NAC by Bd. of Education by R032-00, 6-20-2000, eff. 7-1-2000; A by R013-09, 10-27-2009; R055-17, 2-27-2018; R087-18, 8-30-2018)
NAC 389.4612 Common Core Standards for English language arts. (NRS 385.080, 385.110, 389.0185, 389.0187, 389.520)
1. The Common Core Standards for English language arts developed by the Common Core State Standards Initiative for high school are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core Standards for English language arts may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of high school, pupils must know and be able to do everything required in the previous grades for English language arts.
3. For the 2012-2013 school year and each school year thereafter, instruction in high school in English language arts must be designed so that by the completion of high school, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R019-11, 5-30-2012, eff. 7-1-2012)
NAC 389.4645 Common Core State Standards for mathematics. (NRS 385.010, 385.110, 389.0185, 389.0187)
1. The Common Core State Standards for mathematics developed by the Common Core State Standards Initiative for high school are hereby adopted by reference as those standards existed on June 2, 2010. A copy of the Common Core State Standards for mathematics may be obtained at no cost from the Common Core State Standards Initiative on the Internet at http://www.corestandards.org.
2. By the beginning of high school, pupils must know and be able to do everything required in the previous grades for courses in mathematics offered in public schools.
3. For the 2014-2015 school year and each school year thereafter, instruction in mathematics in high school must be designed so that by the completion of high school, pupils meet the standards adopted pursuant to subsection 1.
(Added to NAC by Bd. of Education by R083-14, eff. 8-10-2015)
NAC 389.485 Physical education. (NRS 385.080, 385.110, 389.0185, 389.520) By the end of high school, pupils must know and be able to do everything required in the previous grades for courses in physical education offered in public schools. Instruction in high school in physical education must be designed so that pupils meet the following performance standards by the completion of high school:
1. Demonstrate competency in motor skills, patterns of movement and safety practices needed to perform a variety of physical activities, as demonstrated by the ability of the pupil to:
(a) Demonstrate proficiency in multiple forms of movement while participating in physical activities;
(b) Perform manipulative skills in combination with locomotor or nonlocomotor movements in a variety of environments and under several different conditions;
(c) Execute complex motor skills and various patterns of movement while participating in physical activities; and
(d) Demonstrate safe practices while participating in physical activities.
2. Apply concepts, principles and strategies relating to movement, performance and safety while participating in physical activities, as demonstrated by the ability of the pupil to:
(a) Analyze complex motor skills while participating in physical activities;
(b) Analyze game strategies used while participating in physical activities to improve skills relating to movement; and
(c) Demonstrate appropriate practices relating to safety with regard to oneself and other persons while participating in physical activities.
3. Participate regularly in physical activities, as demonstrated by the ability of the pupil to:
(a) Participate in a variety of moderate to vigorous physical activities;
(b) Apply lifelong healthy patterns of activity by participating regularly in physical activity; and
(c) Identify opportunities at school for participation in physical activities on a regular basis.
4. Achieve and maintain a health-enhancing level of physical fitness, as demonstrated by the ability of the pupil to:
(a) Develop a plan for exercise and physical activity that uses data related to the pupil’s individual fitness to improve his or her physical fitness; and
(b) Analyze health and fitness benefits arising from participating in various physical activities.
(Added to NAC by Bd. of Education by R033-00, 6-20-2000, eff. 7-1-2000; A by R062-13, 2-26-2014)
NAC 389.488 Exemption from physical education. (NRS 385.080, 385.110)
1. A school district shall exempt a pupil from taking the course in physical education if the pupil requests the exemption on the basis of his or her:
(a) Physical or mental condition, and the request is supported by a written statement from a physician;
(b) Religious belief, and the request is supported by a written statement from the pupil’s parent or guardian;
(c) Enrollment in the Reserve Officer Training Corps; or
(d) Intended enrollment in a program which is comparable to the course in physical education.
2. If a pupil requests an exemption based on his or her intended enrollment in a program which is comparable to the course in physical education, the school district shall furnish the Superintendent of Public Instruction with a syllabus of that program. Upon the Superintendent’s written approval, the school district shall grant the exemption.
3. A school district shall exempt a pupil from not more than one credit in physical education if the pupil participates in interscholastic athletics, on a drill team, in a marching band, in a dance group or on a cheerleading squad if:
(a) The activity is sponsored by the school; and
(b) The pupil actively participates in the activity for at least 120 hours.
(Added to NAC by Bd. of Education, eff. 12-16-82; A 5-4-87)—(Substituted in revision for NAC 389.070)
NAC 389.491 Science: Generally. (NRS 385.080, 385.110, 389.0185, 389.019, 389.520) A local school district shall ensure that pupils, by the completion of the 12th grade, are able to comply with the performance standards required for science which are adopted by the State Board of Education pursuant to NAC 389.239, 389.24245, 389.244, 389.284, 389.2936, 389.2939, 389.411 and 389.4915. In carrying out this requirement, the district shall:
1. Develop courses which must encompass all of the performance standards required for science by the completion of the 12th grade; and
2. Provide to each pupil, upon enrollment in high school, a listing of the courses that encompass all of the performance standards required for science by the completion of the 12th grade.
(Added to NAC by Bd. of Education, eff. 3-27-92; A by R076-99, 11-4-99; R041-05, 10-31-2005; R084-13, 6-23-2014)
NAC 389.4915 Science: Standards. (NRS 385.080, 385.110, 389.0185, 389.520) By the beginning of high school, pupils must know and be able to do everything required in the previous grades for science offered in public schools. Instruction in high school in science must be designed so that pupils meet the following performance standards by the completion of high school:
1. For the area of physical science, understand:
(a) Matter and its interactions, as demonstrated by the ability of the pupil to:
(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.
(2) 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.
(3) Plan and conduct an investigation by gathering evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
(4) 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.
(5) Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
(6) Refine the design of a chemical system by specifying a change in conditions that produce increased amounts of products at equilibrium.
(7) Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
(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.
(b) The forces and interactions which affect motion and stability, as demonstrated by the ability of the pupil to:
(1) Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, including its mass and acceleration.
(2) Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
(3) Apply scientific and engineering concepts to design, evaluate and refine a device that minimizes the force on a macroscopic object during a collision.
(4) Use mathematical representations of Newton’s law of universal gravitation and Coulomb’s law to describe and predict the gravitational and electrostatic forces between objects.
(5) Plan and conduct an investigation to provide evidence that an electrical current can produce a magnetic field and that a changing magnetic field can produce an electrical current.
(6) Communicate scientific and technical information about the importance of molecular-level structure in the functioning of designed materials.
(c) Energy, as demonstrated by the ability of the pupil to:
(1) Create a computational model to calculate the change in the energy of one component in a system when the change in energy of all other components and energy flows in and out of the system are known.
(2) Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles that comprise objects and energy associated with the relative position of particles that comprise objects.
(3) Design, build and refine a device that works within given constraints to convert one form of energy into another form of energy.
(4) Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperatures are combined within a closed system results in a more uniform energy distribution among the components in the system as described by the second law of thermodynamics.
(5) Develop and use a model of two objects interacting through electrical or magnetic fields to illustrate the forces between objects and the changes in energy of the objects because of the interaction.
(d) Waves and their application in technology for the transfer of information, as demonstrated by the ability of the pupil to:
(1) Use mathematical representations to support a claim regarding relationships among the frequency, wavelength and speed of waves traveling through various media.
(2) Evaluate questions about the advantages of using digital transmission and storage of information.
(3) Evaluate the claims, evidence and reasoning for describing electromagnetic radiation by a wave model or a particle model and that for some situations one model is more useful than the other.
(4) Evaluate the validity and reliability of claims in published materials of the effects of different frequencies of electromagnetic radiation when absorbed by matter.
(5) Communicate technical information about the use by some technological devices of the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
2. For the area of life science, understand:
(a) The structures and processes from molecules to organisms, as demonstrated by the ability of the pupil to:
(1) Construct an explanation based on evidence for the manner in which the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
(2) Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
(3) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
(4) Use a model to illustrate the role of cellular division, known as mitosis, and cellular differentiation in the production and maintenance of complex organisms.
(5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
(6) Construct and revise an explanation based on evidence concerning the manner in which carbon, hydrogen and oxygen from sugar molecules may combine with other elements to form amino acids or other large carbon-based molecules.
(7) Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
(b) The interactions, energy and dynamics of ecosystems, as demonstrated by the ability of the pupil to:
(1) Use mathematical or computational representations to support explanations of factors that affect the carrying capacity of ecosystems at different scales.
(2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
(3) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
(4) Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
(5) Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere and geosphere.
(6) Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, while changing conditions may result in a new ecosystem.
(7) Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
(8) Evaluate the evidence for the role of group behavior on the chances of individuals and species to survive and reproduce.
(c) The inheritance and variation of traits of heredity, as demonstrated by the ability of the pupil to:
(1) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to their offspring.
(2) Make and defend a claim based on evidence that inheritable genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication or mutations caused by environmental factors.
(3) Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
(d) The unity and diversity of biological evolution, as demonstrated by the ability of the pupil to:
(1) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
(2) Construct an explanation based on evidence that the process of evolution primarily results from four factors:
(I) The potential for a species to increase in number;
(II) The heritable genetic variation of individuals of a species from mutation and sexual reproduction;
(III) Competition for limited resources; and
(IV) The proliferation of those organisms that are better able to survive and reproduce in the environment.
(3) Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
(4) Construct an explanation based on evidence for how natural selection leads to the adaptation of populations.
(5) Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of members of some species, the emergence of new species over time and the extinction of other species.
(6) Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
3. For the area of earth science, understand:
(a) The earth’s place in the universe, as demonstrated by the ability of the pupil to:
(1) Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches earth in the form of radiation.
(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.
(3) Communicate scientific concepts about the way stars, over their life cycle, produce elements.
(4) Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
(5) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
(6) Apply scientific reasoning and evidence from ancient materials from the earth, meteorites and other planetary surfaces to construct an account of the formation and early history of the earth.
(b) The earth’s systems, as demonstrated by the ability of the pupil to:
(1) Develop a model to illustrate how the internal and surface processes of earth operate at different spatial and temporal scales to form continental and ocean-floor features.
(2) Analyze geoscientific data to make the claim that one change to the surface of the earth can create feedback that causes changes to the other systems of the earth.
(3) Develop a model based on evidence of the interior of the earth to demonstrate the cycling of matter by thermal convection.
(4) Use a model to demonstrate how variations in the flow of energy into and out of the earth’s systems result in changes in climate.
(5) Plan and conduct an investigation of the properties of water and its effects on the materials and surface processes of the earth.
(6) Develop a quantitative model to demonstrate the cycling of carbon among the hydrosphere, atmosphere, geosphere and biosphere.
(7) Construct an argument based on evidence about the simultaneous co-evolution of the earth’s systems and life on earth.
(c) The earth and human activity on earth, as demonstrated by the ability of the pupil to:
(1) Construct an explanation based on evidence regarding the availability of natural resources, the occurrence of natural hazards and the changes in climate and their influence on human activity.
(2) Evaluate competing design solutions for developing, managing and utilizing energy and mineral resources based on cost-benefit ratios.
(3) Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations and biodiversity.
(4) Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.
(5) Analyze geoscientific data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate changes and associated future impacts to the earth’s systems.
(6) Use a computational representation to illustrate the relationships among the earth’s systems and how those relationships are being modified by human activity.
4. For the area of engineering technology, understand design, as demonstrated by the ability of the pupil to:
(a) Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
(b) Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
(c) Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including, without limitation, cost, safety, reliability and aesthetics, as well as possible social, cultural and environmental impacts.
(d) 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.
(Added to NAC by Bd. of Education by R075-99, eff. 11-4-99; A by R041-05, 10-31-2005; R084-13, 6-23-2014; R141-14, 10-27-2015)
NAC 389.505 Computer education and technology. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of high school, pupils must know and be able to do everything required in the previous grades for computer education and technology, including, without limitation, computer science and computational thinking, offered in public schools. Instruction in high school in computer education and technology, including, without limitation, computer science and computational thinking, must be designed so that pupils meet the following performance standards by the completion of high school:
1. For the areas of creativity and innovation, demonstrate creative thinking, build knowledge and develop innovative products and processes using technology, as demonstrated by the ability of the pupil to:
(a) Independently or in collaboration with other pupils, apply prior and newly acquired knowledge to develop new ideas, products or processes using digital tools;
(b) Create an original work using digital tools, including, without limitation, tools for planning, researching, editing and producing the original work;
(c) Develop digital models or simulations to answer questions or solve problems; and
(d) Use technology to conduct research, conduct experiments and report data from the experiments to determine trends and possibilities and use evidence to make and justify predictions.
2. For the areas of communication and collaboration, use digital media and environments to communicate and work in collaboration with other pupils, including pupils outside of the classroom, to support the learning of the pupil and the learning of other pupils, as demonstrated by the ability of the pupil to:
(a) Collaborate electronically with other pupils, persons and experts to create and publish digital products for real audiences;
(b) Create digital text, images, sound and video for use in a communication;
(c) Critique the appropriateness of digital formats for specific audiences and purposes;
(d) Interact electronically with groups of persons who are culturally diverse for specific purposes;
(e) Contribute electronically to a group project that identifies a problem, present solutions to the problem and evaluate those solutions; and
(f) Choose and justify a method of electronically interacting with other persons for a specific goal or purpose.
3. For the area of fluency of research and information, gather, evaluate and use information, as demonstrated by the ability of the pupil to:
(a) Use digital tools to plan, organize and critique research-based inquiries;
(b) For a research project, use digital tools to plan a timeline, track the progress of the project and cite the sources the pupil used for the project;
(c) Use techniques of advanced searches to locate, access, synthesize and evaluate information in multiple sources to create an original product for a real audience;
(d) Use digital tools to organize and compare information with main ideas and supporting documents;
(e) Use digital resources to assemble and evaluate facts, opinions and points of view that are appropriate for a specific task;
(f) Evaluate how other pupils use resources that are appropriate for a specific task;
(g) Use multiple digital tools to analyze data and critique theories and hypotheses; and
(h) Evaluate digital formats for reporting results to a variety of audiences and justify the use of those formats.
4. For the areas of critical thinking, problem solving and decision making, use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using the digital tools and resources that are appropriate for the specific task, as demonstrated by the ability of the pupil to:
(a) Identify a complex issue, develop a systematic plan for the investigation of the issue and present innovative solutions to the issue;
(b) Analyze the capabilities and limitations of different digital planning tools for developing solutions or completing a project;
(c) Choose and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses; and
(d) Use multiple processes to consider diverse perspectives on a problem that arises in an everyday situation, use digital resources to derive original solutions to the problem and assess the potential of those resources to address the social, lifelong learning and career needs.
5. For the area of the appropriate use of technology, understand human, cultural and societal issues relating to technology and practice legal and ethical behaviors when using technology, as demonstrated by the ability of the pupil to:
(a) Articulate the concepts and issues concerning intellectual and digital property rights;
(b) Compare the similarities and differences between the acceptable use of technological resources at school and in the work environment;
(c) Extrapolate how technology will affect the ability of the pupil to collaborate, learn and produce in postsecondary education and in a career;
(d) Analyze the capabilities and limitations of current and emerging technologies and assess the potential of those technologies to address personal, societal, lifelong learning and career needs; and
(e) Model appropriate behaviors in the use of technology while leading a group of pupils through a collaborative project using current and emerging technologies.
6. For the areas of technological operations and concepts, demonstrate an understanding of technological concepts, systems and operations, as demonstrated by the ability of the pupil to:
(a) Describe the components of technological systems and how those components interact;
(b) Critique the selection of digital tools based on the efficiency and effectiveness of those tools;
(c) Analyze and troubleshoot common hardware and software issues to optimize learning and productivity; and
(d) Analyze the capabilities and limitations of current and emerging technologies based on the potential of those technologies to address personal learning, career needs and societal issues. 7. For the areas of algorithms and programming, demonstrate an understanding of algorithms, program development, variables, control and modularity, as demonstrated by the ability of the pupil to:
(a) Create a prototype that uses algorithms to solve computational problems by leveraging the existing knowledge and personal interests of the pupil;
(b) Systematically design and develop a program for a broad audience by incorporating feedback from persons who use the program;
(c) Evaluate licenses that limit or restrict the use of a computational artifact when using resources, including, without limitation, libraries;
(d) Evaluate and refine a computational artifact to make the computational artifact more usable by all persons and accessible to persons with disabilities;
(e) Design and develop a computational artifact while working in a team role using collaborative tools;
(f) Document decisions made in the development of a complex program using text, graphics, presentations or demonstrations;
(g) Demonstrate the use of both linked lists and arrays to simplify a solution by generalizing computational problems rather than repeatedly using simple variables;
(h) Justify the selection of a specific control structure given the trade-offs involving implementation, readability and program performance inherent in the use of the control structure and explain the benefits and drawbacks of the selection;
(i) Design and iteratively develop, by using events to initiate instructions, a computational artifact for practical intent, personal expression or to address a societal issue;
(j) Decompose a problem into smaller components through systematic analysis, using constructs, including, without limitation, procedures, modules or objects; and
(k) Create a computational artifact by using procedures within a program, combinations of data and procedures or independent but interrelated programs.
8. For the area of computing systems, demonstrate an understanding of hardware, software, devices and troubleshooting, as demonstrated by the ability of the pupil to:
(a) Compare levels of abstraction and interactions between application software, system software and hardware layers;
(b) Explain how abstraction hides the underlying implementation details of computing systems embedded in everyday objects; and
(c) Develop guidelines that convey systematic troubleshooting strategies that other persons can use to identify and fix errors.
9. For the areas of data and analysis, demonstrate an understanding of storage, collection, visualization, transformation, inference and models, as demonstrated by the ability of the pupil to:
(a) Translate between different representations that use bits to represent real-world phenomena, including, without limitation, characters, numbers and images;
(b) Evaluate the trade-offs in how data elements are organized and where data is stored;
(c) Create an interactive data visualization or alternative representation using software tools to help others better understand real-world phenomena; and
(d) Create a computational model that represents the relationships among different elements of data collected from a phenomenon, process or model.
10. For the area of the impacts of computing, demonstrate an understanding of culture, social interactions, safety, law and ethics, as demonstrated by the ability of the pupil to:
(a) Evaluate the ways computing impacts personal, ethical, social, economic and cultural practices;
(b) Test and refine a computational artifact to reduce bias and address problems that result in inequitable access to the computational artifact;
(c) Demonstrate the ways a given algorithm applies to multiple problems across disciplines;
(d) Explain the potential impacts of artificial intelligence on society;
(e) Use tools and methods for collaboration on a project to increase the connectivity of persons across different cultures and career fields;
(f) Explain the beneficial and harmful effects that intellectual property laws can have on innovation;
(g) Explain the privacy concerns related to the collection and generation of data through automated processes that may not be evident to the users of technology; and
(h) Evaluate the social and economic implications of privacy in the context of safety, law or ethics.
11. For the areas of networks and the Internet, demonstrate an understanding of cybersecurity, networking, communication and organization, as demonstrated by the ability of the pupil to:
(a) Give examples that illustrate how sensitive data can be affected by malware and other attacks;
(b) Recommend security measures to address various scenarios based on factors such as efficiency, feasibility and ethical impacts;
(c) Compare various security measures, considering trade-offs between the usability and security of a computing system;
(d) Explain trade-offs when selecting and implementing cybersecurity recommendations; and
(e) Evaluate the scalability and reliability of networks by describing the relationship between routers, switches, servers, topology and addressing.
(Added to NAC by Bd. of Education by R038-00, 6-20-2000, eff. 7-1-2000; A by R008-10, 6-30-2010; R041-18, 6-26-2018)
NAC 389.511 Social studies. (NRS 385.080, 385.114, 389.021, 389.520) By the beginning of high school, pupils must know and be able to do everything required in the previous grades for social studies offered in public schools. Instruction in high school in social studies must be designed so that pupils meet the following performance standards by the completion of high school:
1. For the area of social studies disciplinary skills:
(a) When constructing compelling questions based upon disciplinary concepts, reference points of agreement and disagreement among experts regarding interpretations and applications of such concepts and related ideas.
(b) Generate and answer supporting questions and explain how, as a part of the inquiry process, such questions lead to the generation of new compelling questions and supporting questions.
(c) In order to answer a question, gather relevant information from multiple sources that represent a wide range of views using the origin, authority, structure, context and corroborative value of the sources to guide the selection.
(d) Evaluate the credibility of a source by examining how experts value the source.
(e) Seek multiple media sources while investigating a current issue and evaluate the credibility and reliability of each such source.
(f) Identify evidence in support of or against a claim that draws information directly and substantively from multiple sources to detect inconsistencies in such evidence in order to revise or strengthen a claim.
(g) Refine claims and counterclaims with precision, attention to the significance of each claim and knowledge regarding the strengths and limitations of each claim.
(h) Construct arguments using precise, evidence-backed claims based on evidence from multiple sources while acknowledging any existing counterclaims and evidentiary weaknesses.
(i) Using print, oral and digital technologies, present adaptations and explanations of arguments that feature complex ideas and diverse perspectives on issues and topics to reach a range of audiences within a classroom and outside of the classroom.
(j) Participate in rigorous academic discussions that emphasize multiple viewpoints in which claims and evidence are acknowledged, critiqued and built upon in order to create new understandings of complex historical or current issues.
(k) Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of contemporary issues at the local, regional and global level.
(l) Apply a range of deliberative and democratic procedures to make decisions and take action regarding contemporary issues at the local, regional and global level.
2. For the area of history:
(a) Analyze major regime changes throughout world history based on a variety of factors, including, without limitation, the goals of such changes, the tactics and practices used to cause such changes and the outcomes of such changes.
(b) Examine occurrences of and reactions to oppression, human rights violations and genocide throughout world history.
(c) Analyze the causes of radicalization of persons and groups throughout world history and the consequences of such radicalization.
(d) Describe the factors that shape group, national or individual identity, including, without limitation, institutions, religion, language, social class, geography, culture and society.
(e) Interpret events throughout world history from a variety of historical and cultural perspectives, including, without limitation, from the perspective of:
(1) Capitalists compared to laborers;
(2) Imperialists compared to indigenous persons;
(3) Persons in different positions of power;
(4) Persons from different classes;
(5) Persons from different races;
(6) Persons from different ethnicities; and
(7) Persons of different genders.
(f) Analyze the influence of social, political and economic developments on maintaining and transforming the role and social status of various groups.
(g) Analyze the impact of artistic, architectural, scientific and technological developments on events, persons and cultures throughout world history.
(h) Investigate the evolution of systems of belief, religions, philosophies and ideologies across societies.
(i) Describe the attitudes of persons toward major wars and conflicts throughout world history and the effects of such wars and conflicts throughout world history.
(j) Evaluate the use of conflict and diplomacy in regional and international relations.
(k) Investigate the causes and influences of diverse ideologies on policies, society and culture throughout the history of the United States.
(l) Evaluate the impact of persons and reform movements on the struggle for greater civil rights and liberties throughout the history of the United States.
(m) Evaluate the factors that shaped group and national identity and how the American identity has evolved throughout the history of the United States.
(n) Interpret events through the history of the United States from a variety of historical and cultural perspectives, including, without limitation, interpreting such events from the perspective of:
(1) Suffragettes;
(2) Civil rights activists;
(3) Nationalists;
(4) Progressives;
(5) Political activists; and
(6) Immigrant groups.
(o) Investigate the evolution of gender roles and gender equality within social and economic life in the United States.
(p) Examine the causes and effects of socioeconomic diversity throughout the history of the United States.
(q) Analyze the influence of religious, intellectual and artistic changes throughout the history of the United States.
(r) Explore how persons and events throughout the history of this State influenced the United States as a whole and are influenced by the United States as a whole.
(s) Analyze the causes of changing migration and immigration patterns in this State from 1877 to the present.
(t) Trace the evolution of the economy of this State, including, without limitation, the role of the economy of this State in national and global issues, throughout history.
(u) Evaluate the use of conflict and diplomacy in international relations from the perspective of the United States.
(v) Analyze the causes, impacts and attitudes towards conflict and war from various points of view throughout the history of the United States.
(w) Analyze the reciprocal nature of international relations as the United States and other governments interact with and influence one another.
(x) Assess the factors that impact political identity and ideology, including, without limitation:
(1) Age;
(2) Race;
(3) Class;
(4) Gender;
(5) Religion; and
(6) Geography.
(y) Evaluate the impact of persons and reform movements on legislation and court decisions in the struggle for greater civil rights and civil liberties.
(z) Analyze how American identity has been shaped by governmental policies, institutions and the founding documents.
(aa) Analyze how interpretation of the founding documents has evolved throughout the history of the United States.
(bb) Evaluate the policies enacted by the government of the United States to address the needs of various social and economic groups in this country.
(cc) Analyze and evaluate current issues, major pieces of legislation and policies in politics in this State.
(dd) Compare and contrast the United States Constitution and the Nevada Constitution.
(ee) Critique the use of conflict and diplomacy in international relations.
(ff) Compare and contrast the role of the President of the United States and the role of the Congress of the United States in international relations.
3. For the area of geography:
(a) Create, interpret and use maps that display and explain geospatial patterns of cultural, economic, political and environmental characteristics.
(b) Use demographic data to analyze various factors that shape the interaction of humans with the environment, including, without limitation, the impacts of disease, technological advances, economics, scarcity of resources and culture on such interaction.
(c) Analyze how changes in the environmental, cultural or technological characteristics of a place or region influence patterns of settlement, trade and land use in the place or region.
(d) Evaluate how economic globalization and the scarcity of resources contribute to conflict and cooperation within and among countries.
(e) Create, interpret and use maps that display and explain the geospatial patterns of cultural, economic, political and environmental characteristics of the United States.
(f) Analyze how the landscape of the United States has changed as humans have adapted the environment to meet their needs.
(g) Analyze how the diffusion of ideas, technologies and cultural practices has influenced migration and immigration patterns and the distribution of the population in the United States throughout the history of the United States.
(h) Explain how global circumstances and interactions affect resources, land use, culture and population distribution in the United States.
(i) Create, interpret and use demographic data and geospatial representations to better understand gerrymandering, redistricting and regional political ideology.
(j) Analyze shifting governmental policies and regulations in the United States in response to changing human interactions with the environment.
(k) Analyze the differences in political behavior between diverse population centers.
(l) Explain how governmental policies and political ideas have shifted historically and contemporarily due to patterns of immigration.
(m) Compare and contrast how different political systems currently affect the United States and citizens of the United States.
4. For the area of economics:
(a) Compare different economic systems and labor systems within and across societies.
(b) Examine the ways in which trade, commerce and industrialization impacted persons, groups and nations.
(c) Investigate the factors that influenced the evolution of economies and standards of living across the world, including, without limitation:
(1) Investments in physical capital;
(2) Education and training of workers; and
(3) Technology.
(d) Explain how globalization has impacted various aspects of economic growth, labor markets, the rights of citizens, the environment, resource distribution and income distribution in different nations.
(e) Examine the reciprocal impacts and effects that persons, communities, businesses and governments have had on the economic policies and decisions of the United States over time.
(f) Evaluate multiple factors that have impacted the economy of the United States over time, including, without limitation:
(1) Trade;
(2) Resources;
(3) Labor; and
(4) The monetary system.
(g) Evaluate the role of the United States in and the response of the United States to globalization and the impact of globalization on the economy of the United States, including, without limitation:
(1) Trade policy;
(2) Embargoes;
(3) Exchange rates; and
(4) Trade agreements.
(h) Analyze the determining factors that influence production and distribution in a market system.
(i) Explain how changes in supply and demand cause changes in the markets for and prices of goods, services and labor, the availability of credit and the value of foreign currencies.
(j) Evaluate the effectiveness of governmental policies to improve market outcomes using cost-benefit analysis.
(k) Describe the roles of institutions and rights of persons regarding property and the rule of law in a market economy.
(l) Identify economic indicators and use such indicators to analyze current and future economies.
(m) Evaluate the effectiveness of governmental policies on the economy of the United States.
(n) Explain the influence of changes in spending, production and the money supply on various economic conditions using current data.
(o) Critique how advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.
(p) Analyze how national and global economic issues and systems impact the economy of this State.
(q) Analyze how governments throughout the world influence the international trade of goods and services.
5. For the area of civics:
(a) Analyze how various political and religious philosophies have impacted governmental institutions and policies throughout world history.
(b) Explain the historical background of a current global issue and propose a course of action to solve it.
(c) Examine various systems, laws and policies of governance throughout world history, including, without limitation:
(1) Feudalism;
(2) Mercantilism;
(3) Absolutism;
(4) Fascism;
(5) Communism; and
(6) Constitutional democracy.
(d) Compare the evolution of different political and governmental systems within and across nations throughout world history.
(e) Examine the changing roles, impact and power of political leaders, parties and voting blocs over time.
(f) Compare the evolution of different political, civil, religious and economic institutions and the influence of such institutions on persons, communities and governmental policies throughout the history of the United States.
(g) Analyze the effects of media in shaping public perception and policies throughout the history of the United States.
(h) Explain how American identity throughout history has been shaped by:
(1) The founding documents;
(2) Political participation;
(3) Democratic institutions; and
(4) Interactions among diverse cultures.
(i) Explain the historical background of a current national issue and propose a course of action to solve it.
(j) Analyze major political parties and landmark United States Supreme Court cases and their impact on the history of the United States.
(k) Evaluate the social, political and economic changes that have impacted interpretation of the United States Constitution and the evolution of law throughout the history of the United States.
(l) Examine the roles and responsibilities of the three branches of government.
(m) Analyze the system of checks and balances and separation of powers throughout history and in current events.
(n) Analyze the legislative processes involved in the adoption of laws and regulations at the local, state and national level.
(o) Examine the roles of the media in the United States in shaping policy and political discourse and providing additional checks on the government.
(p) Examine the role of special interest groups, lobbyists and political action committees on the legislative process and electoral process in the United States.
(q) Evaluate how the United States Constitution establishes the powers and responsibilities of local, state and tribal governments.
(r) Analyze the collection and purpose of local, state and federal taxes.
(s) Analyze how and why the role and responsibilities of citizens of the United States have changed over time.
(t) Critique the historical debate surrounding majority rule versus minority rights in the United States.
(u) Examine the structure of the justice system in the United States, including, without limitation:
(1) Due process protections;
(2) Legal rights; and
(3) The judicial processes in criminal and civil cases.
(v) Analyze the origins of government in the United States, including, without limitation:
(1) The role of various political theories;
(2) The rule of law and alternative models of governance in other nations; and
(3) The groups which played a role in the origin of government in the United States.
6. For the area of multicultural education:
(a) Analyze the complex relationship between dominant cultures and minority groups throughout world history, including, without limitation:
(1) The causes of oppression, including, without limitation, race, ethnicity, gender, nationality, class and religion;
(2) Reactions to oppression; and
(3) The long-term effects of oppression.
(b) Examine the impact of persons and reform movements in the fight for greater civil rights and civil liberties throughout world history.
(c) Investigate and apply principles successfully applied by groups and nations, including, without limitation, the United States, throughout world history in order to create communities of respect, equity and diversity at the school level and local level.
(d) Explore the positive and negative consequences of cultural interaction and diffusion when diverse groups have interfaced throughout world history.
(e) Interpret the contributions of racially and ethnically diverse leaders to the advancement of the community in which the pupil lives, this nation and the world.
(f) Analyze the intellectual, cultural, religious and artistic contributions of diverse persons to the modern world, including, without limitation, the United States.
(g) Examine and explore the ways in which diverse groups have been denied equality and opportunity institutionally and informally at various times throughout the history of the United States.
(h) Analyze how resistance movements have organized and responded to oppression and infringement of civil liberties and evaluate the responses.
(i) Examine how American culture has been influenced and shaped by diverse groups and persons throughout the history of the United States.
(j) Analyze how local governments, state governments and the national government institutionalized policies that disenfranchised groups throughout the history of the United States.
(k) Evaluate the ways in which citizens of the United States and associations in the United States have used the United States Constitution to influence or take action to fight for civil liberties and social justice.
(l) Analyze ways in which persons can participate in the process of creating positive changes for their communities by taking informed civic action.
(m) Investigate ways that citizens of the United States can use civic action to create communities of respect, equity and diversity at the local, state and national level.
(n) Discuss how the contributions of racially and ethnically diverse leaders have impacted political policies.
(Added to NAC by Bd. of Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; R056-17, 8-30-2018)
Elective Courses of Study
NAC 389.516 Permissible elective courses of study. (NRS 385.080, 385.114, 388.360, 389.021, 389.520) A local school board may offer the following courses of study as elective courses in a public high school:
1. Social studies, other than the course of study required by NAC 389.511.
2. The arts.
3. Business math.
4. Employability skills.
5. Communications, which may include the courses of study described in NAC 389.556 and 389.558.
6. Career and technical education, as described in NAC 389.800 and 389.803.
7. Drivers’ education.
8. World language.
9. Work-based learning as described in NAC 389.562, 389.564, 389.566, 389.644 to 389.650, inclusive, and 389.825.
10. Great Basin Native American languages.
(Added to NAC by Bd. of Education, 1-26-90, eff. 9-1-92; A by R066-97, 12-10-97; R073-00, 6-20-2000; R155-01, 12-17-2001; R195-01, 4-1-2002; R010-03, 10-30-2003; R108-03, R165-03, R166-03, R184-03 & R185-03, 1-22-2004; R236-03, 3-19-2004; R040-05 & R043-05, 10-31-2005; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R011-09, 10-27-2009; R132-10, 12-16-2010; R087-12, 11-1-2012; R063-14, 10-24-2014; R096-17 & R041-18, 6-26-2018)
NAC 389.551 Business math. (NRS 385.080, 385.110) A course of study in business math must include instruction designed to teach the pupil to do the following:
1. Demonstrate an understanding of basic mathematical foundations.
2. Solve problems involving whole numbers, decimals, fractions, percents, ratios, averages and proportions.
3. Use algebraic operations to solve problems.
4. Use common international standards of measurement in solving problems.
5. Analyze and interpret data using common statistical procedures.
6. Use mathematical procedures to analyze and solve business problems.
(Added to NAC by Bd. of Education by R108-03, eff. 1-22-2004)
NAC 389.555 Employability skills for career readiness. (NRS 385.080, 385.110, 389.0185) A course of study in employability skills for career readiness must include instruction designed to teach the pupil to do the following:
1. For the area of personal qualities and skills, demonstrate:
(a) A positive work ethic by coming to work on time each workday, being willing to follow directions and being motivated to accomplish each task.
(b) Integrity, honesty and reliability by abiding by applicable laws and workplace policies.
(c) Skills necessary for teamwork by contributing to the success of the workplace team, assisting coworkers and requesting help when needed.
(d) Positive self-representation by dressing appropriately for the workplace and using language and manners suitable for the workplace.
(e) Awareness of diversity in the workplace by working professionally with all customers and coworkers.
(f) Skills necessary for conflict resolution by negotiating diplomatic solutions to interpersonal and workplace issues.
(g) Creativity and resourcefulness by contributing new ideas to the workplace and working with initiative.
2. For the area of professional knowledge and skills, demonstrate:
(a) Effective speaking and listening skills by communicating effectively with customers and coworkers and by following directions.
(b) Effective reading and writing skills by reading and interpreting workplace documents and writing clearly.
(c) Skills of critical thinking and problem solving by analyzing and resolving problems that occur in the performance of assigned workplace tasks.
(d) Healthy behaviors and safety skills by managing personal health and following workplace safety guidelines.
(e) Understanding of workplace organizations, systems and climates by identifying overall workplace issues and fulfilling the mission of the workplace.
(f) Lifelong learning skills by continually acquiring new information related to the industry and improving professional skills.
(g) Skills necessary for the acquisition of a job and advancement in a job by preparing to apply for a job and seeking promotion in the job.
(h) Skills necessary for the management of time, tasks and resources by organizing and implementing a productive plan of work.
(i) Skills of mathematics necessary for the workplace by using mathematical reasoning to accomplish tasks in the workplace.
(j) Skills of customer service by identifying and addressing the needs of all customers and providing service in a helpful, courteous and knowledgeable manner.
3. For the area of technological knowledge and skills, demonstrate:
(a) Proficiency with technology that is specific to the job by selecting and safely using technological resources to accomplish workplace responsibilities in a productive manner.
(b) Proficiency with information technology by effectively using computers, techniques for file management and computer software programs.
(c) Proper and secure use of the Internet in a manner that is appropriate for the workplace.
(d) Proficiency with telecommunications by selecting and using technological devices, services and applications appropriate for the workplace.
(Added to NAC by Bd. of Education by R108-03, eff. 1-22-2004; A by R001-12, 5-30-2012)
NAC 389.556 Journalism. (NRS 385.080, 385.110) A course of study in journalism must include instruction designed to teach the pupil to do the following:
1. Differentiate fact from opinion.
2. Identify elements which make facts newsworthy.
3. Distinguish which facts to use in writing news.
4. Write accurate, unbiased news stories based on given facts.
5. Demonstrate effective techniques of interviewing.
6. Practice different writing styles for sports, features, editorials, columns and reviews.
7. Read copy and proofread.
8. Write a headline and lay out a publication.
9. Recognize the importance of photojournalism, including composition, cropping and sizing of photographs.
10. Recognize the importance of advertising.
11. Differentiate between journalism involving printing and broadcasting.
12. Write scripts for programs of news and features for radio and television.
13. Identify the basic concepts of the law relating to journalism, including libel, privileged information and invasion of privacy.
14. Recognize the role and responsibilities of the journalist in modern society.
15. Develop critical skills in assessing strengths and weaknesses in the professional journalist.
16. Identify opportunities for a career in journalism.
(Added to NAC by Bd. of Education, eff. 5-4-87)
NAC 389.558 Speech. (NRS 385.080, 385.110) A course of study in speech must include instruction designed to teach the pupil to do the following:
1. Demonstrate effective techniques of research by gathering and organizing material for speeches.
2. Practice techniques for writing a speech.
3. Apply the basic steps for organizing a speech.
4. Practice effective methods for delivery of a speech.
5. Use visual aids effectively.
6. Demonstrate poise, self-assurance and confidence while speaking.
7. Communicate feelings and ideas.
8. Demonstrate techniques of good listening.
9. Demonstrate techniques of oral interpretation.
10. Demonstrate leadership and poise by assuming the role of a leader of a group.
11. Understand social and political problems through communication.
12. Evaluate and judge presentations.
13. Recognize that speech is important in all careers.
(Added to NAC by Bd. of Education, eff. 5-4-87)
NAC 389.562 Program of study in career and technical education that includes apprenticeship or paid work experience: Requirements; participation. (NRS 385.080, 385.114, 388.360, 389.167)
1. The board of trustees of a school district or the governing body of a charter school may offer a program of study in career and technical education that includes an apprenticeship or paid work experience if the apprenticeship or paid work experience is part of a work-based learning program approved by the State Board pursuant to NRS 389.167 and NAC 389.825.
2. To participate in a program of study in career and technical education that includes an apprenticeship or paid work experience, a pupil must:
(a) Be at least 16 years of age; and
(b) Have successfully completed his or her second year of the program of study in career and technical education.
3. A program of study in career and technical education that includes an apprenticeship or paid work experience must include instruction designed to teach the pupil to:
(a) Apply instruction and practical knowledge gained through the program of career and technical education that aligns to the career pathway in which the pupil is employed.
(b) Demonstrate a knowledge of the standards for technical skills used in the career pathway in which the pupil is employed.
(c) Demonstrate proficiency at skills necessary for success in the workplace.
4. A pupil participating in a program of study in career and technical education that includes an apprenticeship or paid work experience must submit to the teacher of record assigned to the program pursuant to paragraph (i) of subsection 4 of NAC 389.827 signed documentation of the number of hours worked.
5. The training agreement and training plan established pursuant to NRS 389.167 between a pupil and the business, agency or organization that offers employment and supervision of the pupil must include goals that the pupil must achieve during the employment.
6. A program of study in career and technical education that includes an apprenticeship or paid work experience must allow a pupil to maintain progress toward graduation from high school while participating in the apprenticeship or paid work experience.
(Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; R154-13, 6-23-2014; A by Bd. of Education by R096-17, 6-26-2018)
NAC 389.564 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of teacher of record. (NRS 385.080, 385.114, 388.360, 389.167) A teacher of record of a program of study in career and technical education that includes an apprenticeship or paid work experience shall:
1. Provide relevant and current instruction concerning the technical skills and other skills necessary to obtain employment which prepares the pupil for a specific career pathway.
2. Assess the learning accomplished by the pupil in a manner that aligns with expectations in the industry to which the program of study pertains.
3. Require the pupil to maintain, in the form of a portfolio or other appropriate documentation, evidence of the skills and activities in which the pupil has become proficient.
4. Provide all parties with an awareness of expectations concerning professional conduct while participating in the program.
5. Collaborate with the employer and the work-based learning coordinator designated pursuant to NRS 389.167 to provide meaningful assessments of each pupil and the program of study.
6. Assist in placing each pupil in an apprenticeship or paid work experience and aligning the apprenticeship or paid work experience with the program of study and career interests of the pupil.
(Added to NAC by Bd. of Education, eff. 5-4-87; A 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; R154-13, 6-23-2014; A by Bd. of Education by R096-17, 6-26-2018)
NAC 389.566 Program of study in career and technical education that includes apprenticeship or paid work experience: Duties of employer. (NRS 385.080, 385.114, 388.360, 389.167) The employer of a pupil in a program of study in career and technical education that includes an apprenticeship or paid work experience shall:
1. Participate in the development of the training agreement and training plan entered into pursuant to NRS 389.167.
2. Assist the pupil to develop skills necessary to be successful in the career pathway of the apprenticeship or paid work experience.
3. Provide for direct supervision of the pupil’s work.
4. Give the pupil progressive and challenging work that builds upon the knowledge gained by the pupil from classroom instruction.
5. Review the progress of the pupil in achieving the goals included in the training agreement and training plan described in subsection 1.
6. Provide the same level of liability and worker’s compensation insurance as the employer provides for other employees of the same level as the pupil and provide the work-based learning coordinator designated pursuant to NRS 389.167 with evidence of such insurance.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; R154-13, 6-23-2014; A by Bd. of Education by R096-17, 6-26-18)
NAC 389.568 Drivers’ education. (NRS 385.080, 385.110, 388.874, 389.090)
1. A pupil must complete 30 hours of classroom instruction to complete a course of drivers’ education. In completing the 30 hours of classroom instruction required by this subsection, 1 hour of behind-the-wheel training is equivalent to 3 hours of classroom instruction, as set forth in NRS 389.090. A school may provide a course of drivers’ education that includes more than the minimum number of hours of instruction required by this subsection.
2. A course of study in drivers’ education must include instruction designed to teach the pupil to do the following:
(a) Describe the proper attitudes for driving safely and the adverse effects of disturbed emotions.
(b) State the consequences of physical disabilities on the ability to drive.
(c) Recognize the effects of alcohol and drugs on driving.
(d) State the grounds for revocation of a driver’s license.
(e) Explain the requirements for equipment and registration of a vehicle.
(f) Identify the following:
(1) The sign designating that parking is illegal;
(2) The right-of-way in various situations;
(3) Hand signals;
(4) The meaning of the different colors of a traffic light;
(5) When the driver of a school bus must stop; and
(6) The legal and moral responsibilities in case of an accident.
(g) Name the different highway systems and the organizations which supervise the maintenance of and enforce the traffic laws on each system.
(h) Identify the purpose of each instrument, device and control in a vehicle.
(i) List the procedures for preparing to start a vehicle.
(j) Describe the weather and the condition of the road and how these affect driving.
(k) Describe the proper procedures for making a turn.
(l) Describe the proper procedures for parking.
(m) Describe the proper procedures for moving in reverse.
(n) Describe the proper procedures for driving in a controlled and an uncontrolled intersection.
(o) Determine the proper distance for following.
(p) Describe how to handle specified situations which arise when driving.
(q) Differentiate between the techniques required for driving in the city, on the highway and under adverse conditions.
(r) State the requirements for insurance in Nevada and the types of coverage available.
(s) Compile a list for the efficient and economical maintenance of a vehicle.
(t) Recognize the importance of the maintenance of a vehicle for driving safely.
(u) Explain the procedures for purchasing an automobile.
(v) Identify sources of credit to finance the purchase of an automobile.
3. A course of study in drivers’ education may be provided through classroom instruction or behind-the-wheel training, or both. A course of study in drivers’ education that is provided through a program of distance education pursuant to NRS 388.820 to 388.874, inclusive, must be equivalent to a course of study that is provided through regular classroom instruction.
4. As used in this section:
(a) “Behind-the-wheel training” means the portion of a course of study of drivers’ education which is taught through the operation of a motor vehicle under real conditions and which is characterized by a pupil driving on a driving range or on the street, or both, while under the direction of a licensed teacher.
(b) “Classroom instruction” means the portion of a course of study of drivers’ education that is taught in a classroom environment or through a program of distance education by a licensed teacher.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by R107-01, 12-17-2001; R107-01, 12-17-2001, eff. 7-1-2002)
NAC 389.571 American Sign Language: First year. (NRS 385.080, 385.110, 389.0185) A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the first year:
1. Receptive skills, including, without limitation:
(a) The ability to comprehend simple statements and questions in standard dialect even if the pupil requires repetition for comprehension;
(b) A general and detailed understanding of expressions that are short and discrete; and
(c) The ability to comprehend the main idea of simple, extended messages and conversations.
2. Expressive skills, including, without limitation, the ability to express basic personal needs and to compose statements, questions and short messages, even if the pupil commits errors in grammar and in the production of signs, in a manner that is comprehensible to a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language.
3. Interactive skills, including, without limitation, the ability to initiate and engage in conversation with a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language, using simple statements and vocabulary and grammar appropriate to the situation. The pupil may have to repeat or rephrase his or her statements or questions so that the statements or questions are understood by persons who are fluent in American Sign Language and who are experienced in communicating with persons who are not fluent in American Sign Language.
4. Cultural skills, including, without limitation:
(a) Knowledge of the existence of different cultures and a basic understanding of the culture of the community of persons who are deaf;
(b) Knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society;
(c) The ability to function in authentic, commonplace situations in the community of persons who are deaf even if the pupil makes errors that impede communication; and
(d) Familiarity with the location of and directional signs within the geographical area of the school in which the class is taught.
(Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)
NAC 389.5712 American Sign Language: Second year. (NRS 385.080, 385.110, 389.0185) A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the second year:
1. Receptive skills, including, without limitation:
(a) The ability to comprehend short conversations in standard dialects based on region, age and educational differences even if the pupil requires repetition or rephrasing for comprehension;
(b) The ability to comprehend common grammatical features and use word order patterns in simple sentences;
(c) A basic understanding of longer conversations and messages in familiar communicative situations; and
(d) The ability to sustain comprehension through contextual inferences in short communications with persons who are fluent in American Sign Language and who are aware of the pupil’s lack of fluency.
2. Expressive skills, including, without limitation:
(a) The ability to use an intermediate vocabulary and commonly encountered structures of signs;
(b) The ability to express comprehensively ideas relating to the past, present and future even if the pupil makes errors in expressing complex thoughts;
(c) Basic development of sequential relationships; and
(d) The ability to sign in a manner that is comprehensible to a person who is fluent in American Sign Language and who is experienced in communicating in American Sign Language with persons who are not fluent in American Sign Language.
3. Interactive skills, including, without limitation:
(a) The ability to initiate and sustain conversation even if the pupil exhibits frequent hesitation and requires paraphrasing for comprehension;
(b) The ability to use more common grammatical features, even if the pupil commits errors in the formation and selection of the features;
(c) The ability to use word order accurately in conversations and in more complex patterns;
(d) The ability to sustain coherent structures of signs in short communication;
(e) The ability to engage in extended communication that is cohesive; and
(f) The ability to sign comprehensively even if the pupil has difficulty producing certain features in certain positions or combinations and may need to repeat or rephrase his or her statements or questions so that the statements or questions are understood by persons who are fluent in American Sign Language.
4. Cultural skills, including, without limitation:
(a) Increased knowledge of different cultures and of the culture of the community of persons who are deaf even if the pupil demonstrates misunderstanding in the application of this knowledge;
(b) An understanding that cultures, including, without limitation, the culture of the community of persons who are deaf, are a system of values that evolve over time;
(c) The ability to show the manner in which certain values are associated with certain patterns of behavior in the culture of the pupil as well as in the culture of the community of persons who are deaf;
(d) The ability to distinguish culturally authentic patterns of behavior from idiosyncratic behaviors;
(e) Increased knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society; and
(f) Increased familiarity with signs for geography within the geographical area of the school in which the class is taught.
(Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)
NAC 389.5714 American Sign Language: Third year. (NRS 385.080, 385.110, 389.0185) A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the third year:
1. Receptive skills, including, without limitation:
(a) The ability to comprehend conversations of intermediate length in standard dialects based on region, age and educational differences;
(b) An increased vocabulary;
(c) The ability to use common grammatical features and word order patterns in sentences of intermediate length;
(d) An advanced understanding of longer conversations and messages within familiar communicative situations; and
(e) The ability to sustain comprehension through contextual inferences in short communications with persons who are fluent in American Sign Language.
2. Expressive skills, including, without limitation:
(a) Use of an advanced vocabulary and commonly encountered structures of signs;
(b) Advanced proficiency in expressing comprehensively ideas relating to the past, present and future;
(c) Improved ability to express more complex thoughts;
(d) Continued development of sequential relationships; and
(e) The ability to sign comprehensively with little difficulty and in a manner which is comprehensible to persons fluent in American Sign Language with less repetition.
3. Interactive skills, including, without limitation:
(a) Continued development in initiating and sustaining conversation;
(b) Use of an expanded vocabulary, paraphrasing and more common grammatical features;
(c) Use of word order in conversation accurately and in more complex patterns;
(d) The ability to sustain coherent structures of signs in intermediate communications; and
(e) The ability to demonstrate extended communication which is cohesive.
4. Cultural skills, including, without limitation:
(a) Increased knowledge of different cultures and of the culture of the community of persons who are deaf and an advanced ability in applying such knowledge;
(b) A more extensive understanding of cultures as systems of values that evolve over time;
(c) The ability to demonstrate the manner in which certain values are associated with certain behavior patterns in the culture of the pupil as well as the culture of the community of persons who are deaf;
(d) The ability to distinguish culturally authentic patterns of behavior from idiosyncratic behaviors;
(e) Knowledge of current events involving persons who are deaf and of persons who are deaf who are prominent in American society;
(f) Knowledge of historical events involving persons who are deaf;
(g) Increased familiarity with directional signs within the geographical area in which the class is given; and
(h) Familiarity with systems of signs derived from American Sign Language.
(Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)
NAC 389.5716 American Sign Language: Fourth year. (NRS 385.080, 385.110, 389.0185) A course of study in American Sign Language must include instruction designed to teach a pupil by completion of the fourth year:
1. Receptive skills, including, without limitation:
(a) The ability to comprehend a wide variety of registers with little or no repetition or paraphrasing necessary for comprehension;
(b) The ability to comprehend most points of discussion or presentations on familiar topics; and
(c) Continued development and mastery of advanced signed communication.
2. Expressive skills, including, without limitation:
(a) The ability to organize presentations on familiar topics;
(b) The ability to organize complex ideas;
(c) Use of an advanced vocabulary;
(d) Advanced control of the morphology of the language and of most of the frequently used syntactic structures of signs; and
(e) The ability to sign in a manner that is comprehensible to a person who is fluent in American Sign Language.
3. Interactive skills, including, without limitation:
(a) The ability to communicate in most situations with confidence;
(b) Continued development towards mastery of complicated or difficult material; and
(c) Advanced control of more complex structures of signs.
4. Cultural skills, including, without limitation:
(a) Knowledge of and the ability to function in the culture of the community of persons who are deaf;
(b) An understanding of most behaviors particular to the community of persons who are deaf that are the product of the culture of the community of persons who are deaf;
(c) An appreciation for the culture of the community of persons who are deaf;
(d) The ability to function, communicate and generally avoid misunderstanding in authentic, everyday situations encountered in the community of persons who are deaf;
(e) The ability to use the context to guess the meaning of unfamiliar behaviors that are particular to the culture of the community of persons who are deaf;
(f) Demonstration of initiative and ease in using behaviors which are appropriate for use in the community of persons who are deaf and which are learned by observing authentic needs in the culture of the community of persons who are deaf;
(g) Increased knowledge of current and historical events in the community of persons who are deaf and of persons who are deaf who are prominent in American society;
(h) Increased familiarity with directional signs within the geographical area of the school in which the class is taught; and
(i) Familiarity with systems of signs derived from American Sign Language.
(Added to NAC by Bd. of Education by R036-99, eff. 11-3-99)
NAC 389.6105 The arts: Designation of proficiency level of pupil in art form; high school not required to provide instruction in each art form or level of proficiency. (NRS 385.080, 385.114, 389.021)
1. If a pupil elects to enroll in a course of instruction in the arts in high school:
(a) A teacher or administrator at the school in which the pupil is enrolled who is familiar with the art form that corresponds to the course in which the pupil enrolls shall designate the proficiency level of the pupil in the art form as:
(1) For music composition and theory, proficient, accomplished or advanced.
(2) For harmonizing instruments, novice, intermediate, proficient, accomplished or advanced.
(3) For traditional ensembles, novice, intermediate, accomplished or advanced.
(4) For music technology, proficient, accomplished or advanced.
(5) For visual arts, proficient, accomplished or advanced.
(6) For theater, proficient, accomplished or advanced.
(7) For media arts, novice, intermediate or advanced.
(8) For dance theory and practice, novice, proficient or advanced.
(b) The pupil must be instructed and evaluated according to his or her designated proficiency level rather than his or her grade level.
2. A high school is not required to provide instruction:
(a) In each art form for which standards are prescribed by NAC 389.6115 to 389.6375, inclusive; or
(b) For each proficiency level described in paragraph (a) of subsection 1.
3. As used in this section, “art form” means music composition and theory, harmonizing instruments, traditional ensembles, music technology, visual arts, theater, media arts and dance theory and practice.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6115 Music composition and theory: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music composition and theory in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to describe how sounds and musical ideas represent personal experiences, moods, visual images or storylines.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Identify the development of sounds or short musical ideas in drafts of music; and
(2) Assemble sound or short musical ideas to express moods, images or storylines.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply criteria to evaluate and refine aspects of evolving drafts of music;
(2) Describe the context and performance medium for presenting works composed by the pupil and the impact of such context and performance medium on composition and presentation of the works; and
(3) Share music through notation, performance or technology to demonstrate how elements were used to achieve expressive intent.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select excerpts of a musical work that express a personal experience, mood, visual image or storyline;
(2) Analyze how elements of selected works convey style and mood and the implications of style and mood on rehearsal or performance; and
(3) Explain how interpretive choices reflect the intent of the creator of a work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Create plans for rehearsal and identify repetitions and variations within a musical work that require rehearsal to accurately convey the form of the work;
(2) Apply criteria and feedback to identify ways that a performance conveys the elements of music, style and mood; and
(3) Identify and implement strategies for improving the technical and expressive aspects of multiple works.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to:
(1) Explain how the elements of music are used to convey intent; and
(2) Identify how a composition is appropriately shaped for an audience or context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria to select music and describe the manner in which choices made by the composers of selected music can be used by the pupil as models; and
(2) Analyze the elements of musical works and describe how those elements foster growth in composers, performers and listeners.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to cite style, genre and the technical and expressive aspects of a work while developing and explaining interpretations of the work.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to describe how critiques can be applied to the personal creative process.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6125 Music composition and theory: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music composition and theory in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to describe how sounds and musical ideas represent the sonic aspects of events, memories, visual images, concepts, texts or storylines.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Organize sounds or musical ideas to create expressive statements of the sonic aspects of selected events, memories, visual images, concepts, texts or storylines; and
(2) Explain the development of sounds and musical ideas in drafts of music within a variety of forms.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply criteria to evaluate and refine technical and expressive aspects of a musical work through evolving drafts of the work;
(2) Describe the context and performance medium for presenting works composed by the pupil and the impact of such context and performance medium on composition and presentation of the works; and
(3) Share music through notation, performance or technology to demonstrate how elements were used to achieve expressive intent.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select excerpts of a musical work that express a personal experience, mood, visual image or storyline;
(2) Analyze how elements of selected works convey style and mood and the implications of style and mood on rehearsal or performance; and
(3) Interpret works based on the use of musical elements, explain how interpretive choices reflect the intent of the creator of a work and support his or her rationale for such an interpretation.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Create plans for rehearsal and identify repetitions and variations within a musical work that require rehearsal to accurately convey the form, style and historical or cultural context of the work;
(2) Apply criteria and feedback to identify ways that a performance conveys the elements of design, style and historical or cultural context of a work; and
(3) Identify and implement strategies for improving the technical and expressive aspects of a variety of works.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to:
(1) Explain how the elements of music are used to convey intent; and
(2) Identify how a composition is appropriate for a particular audience and context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria to select music, describe the manner in which choices made by the composers of selected music can be used by the pupil as models and defend his or her descriptions; and
(2) Analyze the elements of musical works and describe how those elements foster growth in composers, performers and listeners.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to cite style, genre and the technical and expressive aspects of a work while developing and explaining interpretations of the work.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to:
(1) Explain the effectiveness of the technical and expressive aspects of selected music and performances in a manner that demonstrates an understanding of music theory and compositional techniques; and
(2) Describe how he or she has applied critiques and feedback to the personal creative process.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6135 Music composition and theory: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music composition and theory in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to demonstrate how sounds and musical ideas represent extended sonic experiences or abstract ideas.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Assemble sounds or extended musical ideas to create expressive sonic statements of selected extended experiences or abstract ideas; and
(2) Explain the development of sounds and musical ideas in drafts of music within a variety of complex forms.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply criteria to evaluate and refine technical and expressive aspects of a musical work through evolving drafts of the work; and
(2) Share music through notation, performance or technology to demonstrate how elements were used to achieve expressive intent.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select excerpts of a musical work or an entire musical work that expresses a personal experience, mood, visual image or storyline in a complex form;
(2) Analyze and explain how elements of selected works and compositional techniques related to style, function and context impact rehearsal or performance; and
(3) Interpret works based on the use of musical elements, explain how interpretive choices reflect the intent of the creator of a work and support his or her rationale for such an interpretation.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Create rehearsal plans and identify:
(I) The historical or cultural context of a work; and
(II) Repetition and variation within a form or style;
(2) Apply criteria and feedback to identify ways that a performance conveys the elements of design, style and historical or cultural context; and
(3) Identify and implement strategies for improving the technical and expressive aspects of multiple contrasting works.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to:
(1) Explain and demonstrate how the elements of music are used to convey intent; and
(2) Explain how compositions are appropriate for a particular audience and context and how considerations relating to audience and context will shape future compositions.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria to select music, describe the manner in which choices made by the composers of selected music can be used by the pupil as models and justify his or her descriptions; and
(2) Analyze the elements of musical works and describe how those elements foster growth in composers, performers and listeners.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to justify and defend interpretations of work by citing compositional techniques, style, genre and context of the work.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to:
(1) Evaluate the effectiveness of the technical and expressive aspects of selected music and performances in a manner that demonstrates an understanding of music theory and compositional techniques and procedures; and
(2) Describe how he or she has applied critiques and feedback to the personal creative process.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to describe, classify or explain relationships between music and other arts, disciplines and contexts of daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6145 Harmonizing instruments: Pupils rated as novice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in harmonizing instruments in high school for pupils rated as novice pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for simple melodies and chordal accompaniments.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to document melodic, rhythmic and harmonic ideas for simple melodies and chordal accompaniments.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to critique, improve and refine drafts of simple melodies and chordal accompaniments; and
(2) Present final versions of simple melodies and chordal accompaniments in a manner that demonstrates an understanding of the development and organization of personal musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Describe and demonstrate how a varied repertoire of music is selected for performance based on personal interests, ability to read music and technical skill and the context of the performance;
(2) Identify prominent melodic and harmonic characteristics, including, without limitation, melody and chordal accompaniments, by reading standard notation; and
(3) Demonstrate and describe interpretations and understanding of context and expressive intent in a varied repertoire of music.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria to critique individual performances of varied repertoires and apply strategies for practice that address challenges relating to performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music with expression and technical accuracy while demonstrating an understanding of the concepts of audience and context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Demonstrate and describe reasons for selecting music based on characteristics of the music and connections between the music and purpose or personal interests or experience; and
(2) Explain, citing evidence for his or her explanation, the use of repetition, similarities and differences in musical works and the manner in which the context of a musical work informs the response to the work.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of musical selections while referring to the elements of music, context and setting.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to describe how interests, experiences and context affects the evaluation of music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6155 Harmonizing instruments: Pupils rated as intermediate. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in harmonizing instruments in high school for pupils rated as intermediate pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for melodies and two-to-three chord accompaniments.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select, develop and document using standard notation and audiovisual recording melodic, rhythmic and harmonic ideas for melodies and two-to-three chord accompaniments.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to critique, improve and refine drafts of melodies and two-to-three chord accompaniments; and
(2) Present final versions of simple melodies and two-to-three chord accompaniments in a manner that demonstrates an understanding of the development and organization of personal musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Describe and demonstrate how a varied repertoire of music that includes melodies, repertoire pieces and chordal accompaniments is selected for performance based on personal interests, ability to read music and technical skill and the context of the performance;
(2) Identify prominent melodic and harmonic characteristics, including, without limitation, melody and chordal accompaniments, by reading standard notation; and
(3) Demonstrate and describe interpretations and understanding of context and expressive intent in a varied repertoire of music that includes melodies, repertoire pieces and chordal accompaniments.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria to critique individual performances of varied repertoires and apply strategies for practice that address challenges relating to performances and refine performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music with expression and technical accuracy while demonstrating sensitivity to the audience and an understanding of context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Explain reasons for selecting music based on characteristics of the music and connections between the music and purpose or personal interests or experience; and
(2) Describe the ways in which the elements of music and knowledge of the context of a musical work are manipulated to affect the response to the work.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of musical selections while citing as evidence for his or her interpretations the elements of music, context and setting.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to explain the influence of experiences and context on interest in and the evolution of a varied repertoire of music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6165 Harmonizing instruments: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in harmonizing instruments in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for improvisations, compositions and three-or-more chord accompaniments in a variety of patterns.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select, develop and document using standard notation and audiovisual recording melodic, rhythmic and harmonic ideas for improvisations, compositions and three-or-more chord accompaniments in a variety of patterns.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Apply a rubric to critique, improve and refine drafts of improvisations, compositions and three or more chord accompaniments.
(2) Perform final versions of improvisations, compositions and three-or-more chord accompaniments in a manner that demonstrates technical skill in applying principles of improvisation or composition, as applicable, and originality in organizing musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Explain the criteria used by the pupil when selecting for individual or small group performance a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of patterns;
(2) Identify and describe theoretical and structural characteristics and context in a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of patterns; and
(3) Interpret the context and expressive intent of a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of patterns.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria to critique individual performances of varied repertoires and apply strategies for practice that address challenges relating to performances and refine performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music with expression and technical accuracy in individual and small group performances while demonstrating sensitivity to the audience and an understanding of context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria to select music for a variety of purposes and justify those selections using knowledge of the music, the purpose and the context; and
(2) Compare passages of music and explain how the elements of music and context affect the response to the music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to explain the expressive intent and meaning of musical selections while citing as evidence for his or her interpretations the elements of music, context and setting and outside sources of information.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to develop and apply criteria to evaluate selections of music performed by individuals and small groups based on personal preference, analysis and context.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6175 Harmonizing instruments: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in harmonizing instruments in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select, develop and document using standard notation and audiovisual recording melodic, rhythmic and harmonic ideas for improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and apply a rubric to critique, improve and refine drafts of improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(2) Perform final versions of improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies in a manner that demonstrates technical skill in applying principles of improvisation or composition, as applicable, and originality in organizing musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and select for individual or small group performance a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of patterns;
(2) Identify and describe theoretical and structural characteristics and context in a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of styles; and
(3) Explain interpretations of the context and expressive intent of a varied repertoire of music that includes melodies, repertoire pieces and chordal accompaniments in a variety of styles.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to develop and apply criteria to critique individual and small group performances of varied repertoires and apply strategies for practice that address challenges relating to performances and refine performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music with expression and technical accuracy in individual and small group performances while demonstrating sensitivity to the audience and an understanding of context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria to select music for a variety of purposes and justify those selections using knowledge of the music, the purpose and the context; and
(2) Explain how the analysis of structures and context of contrasting musical selections affect the response to the selection.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to explain the expressive intent and meaning of musical selections while citing as evidence for his or her interpretations the elements of music, context and setting and outside sources.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to develop and apply criteria to evaluate contrasting selections of music performed by individuals and small groups based on personal preference, analysis, interpretation, expressive intent and musical qualities.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6185 Harmonizing instruments: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in harmonizing instruments in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select, develop and document using standard notation and audiovisual recording melodic, rhythmic and harmonic ideas for improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to critique, improve and refine drafts of improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies.
(2) Perform final versions of improvisations, compositions and accompaniment patterns in a variety of styles and harmonizations for given melodies in a manner that demonstrates originality and technical skill in applying principles of improvisation or composition in organizing musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to select for individual or small group performance a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of patterns;
(2) Identify and describe theoretical and structural characteristics and context in a varied repertoire of music that includes melodies, improvisation and chordal accompaniments in a variety of styles; and
(3) Explain interpretations of the context and expressive intent of a varied repertoire of music that includes melodies, repertoire pieces and chordal accompaniments in a variety of styles.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to develop and apply criteria to critique individual and small group performances of varied repertoires and apply strategies for practice that address challenges relating to performances and refine performances.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to perform music with expression and technical accuracy in individual and small group performances while demonstrating sensitivity to the audience and an understanding of context.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Compare a variety of individual and small group musical programs from varied cultures, genres and historical periods, apply criteria to select music for a variety of purposes and justify those selections using knowledge of the music, the purpose and the context; and
(2) Demonstrate how the structural characteristics of a variety of musical selections function and distinguish how context and creative decisions affect the response to music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to explain the expressive intent and meaning of musical selections while citing as evidence for his or her interpretations the elements of music, context and setting and outside sources of information.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to use personally-developed and established criteria to evaluate a variety of individual and small group performances based on personal decision making and knowledge and an understanding of the context.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6195 Traditional ensembles: Pupils rated as novice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in traditional ensembles in high school for pupils rated as novice pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to compose and improvise melodic and rhythmic ideas or motives that reflect the characteristics of music or texts studied in rehearsal.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Select, develop and draft melodic and rhythmic ideas or motives that reflect the characteristics of music or texts studied in rehearsal; and
(2) Record, using standard notation and audio recordings, drafts of compositions and improvisations.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Evaluate and refine compositions and improvisations based on knowledge, skill and prescribed criteria; and
(2) Share melodic and rhythmic ideas or motives developed by the pupil that reflect the characteristics of music or texts studied in rehearsal.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select a varied repertoire of music to study based on interest, ability to read music and understanding of the structure, context and technical skill of the pupil or ensemble;
(2) Demonstrate how knowledge of the formal aspects of musical works informs prepared or improvised performances; and
(3) Identify expressive qualities of a varied repertoire of music and demonstrate those qualities in prepared and improvised performances.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Apply self-reflection and feedback from peers to refine individual and ensemble performances; and
(2) Evaluate and refine improvisations and drafts of compositions based on knowledge, skill and criteria provided by a teacher.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Attention to technical accuracy and expressive qualities in prepared and improvised performances; and
(2) Awareness of the context of music during prepared and improvised performances.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to identify:
(1) Reasons for selecting music based on characteristics of the music, personal interest and purpose or context; and
(2) The manner in which knowledge of context and the use of repetition, similarities and contrasts inform the response to music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of musical works by referring to the elements of music, context and setting.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to identify and describe the effect of interest, experience, analysis and context on the evaluation of music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6205 Traditional ensembles: Pupils rated as intermediate. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in traditional ensembles in high school for pupils rated as intermediate pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to compose and improvise melodic and rhythmic ideas or motives that reflect the characteristics of music or texts studied in rehearsal.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Select, develop and draft melodic and rhythmic ideas or motives that reflect the characteristics of music or texts studied in rehearsal; and
(2) Record, using standard notation and audio recordings, drafts of compositions and improvisations.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Evaluate and refine compositions and improvisations based on knowledge, skill and prescribed criteria; and
(2) Share melodic and rhythmic ideas or motives developed by the pupil that reflect the characteristics of music or texts studied in rehearsal.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Select a varied repertoire of music to study based on interest, ability to read music and understanding of the structure, context and technical skill of the pupil or ensemble;
(2) Demonstrate how knowledge of the formal aspects of musical works informs prepared or improvised performances; and
(3) Understand and apply the expressive qualities of a varied repertoire of music through prepared and improvised performances.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Develop strategies for making technical changes to a repertoire of music and evaluate the success of such changes and refine performances using feedback from peers and other sources; and
(2) Evaluate and refine improvisations and drafts of compositions based on knowledge, skill and criteria developed in collaboration with others.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Attention to technical accuracy and expressive qualities in prepared and improvised performances; and
(2) Awareness of the context of music during prepared and improvised performances.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to identify:
(1) Reasons for selecting music based on characteristics of the music, personal interest and purpose or context; and
(2) The manner in which knowledge of context and the use of repetition, similarities and contrasts inform the response to music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of musical works by referring to the elements of music, context and setting.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to identify and describe the effect of interest, experience, analysis and context on the evaluation of music.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to describe how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6215 Traditional ensembles: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in traditional ensembles in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to compose ideas for arrangements, sections and short compositions for specific purposes that reflect the characteristics of music from a variety of cultures studied in rehearsal.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Select and develop arrangements, sections and short compositions for specific purposes that reflect the characteristics of music from a variety of cultures studied in rehearsal; and
(2) Record, using standard notation and audio or video recordings, drafts of compositions and improvisations.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Evaluate and refine arrangements, sections and short compositions based on criteria developed by the pupil; and
(2) Share personally developed melodies, rhythmic passages and arrangements individually or in collaboration with an ensemble to address an identified purpose.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to select a repertoire of music to perform based on the theoretical, structural and expressive features of the music, the technical skill of the pupil or ensemble and the purpose and context of the performance;
(2) Demonstrate and document how compositional devices and theoretical and structural aspects of musical works impact and inform prepared and improvised performances of the work; and
(3) Demonstrate an understanding of the style, genre and context of a repertoire of music, the impact of style, genre and context on prepared and improvised performances and the use of technical skill to connect with the audience.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Develop and apply strategies to address challenges concerning individual and ensemble performances of a repertoire of music and evaluate the success of those strategies; and
(2) Evaluate and refine draft arrangements, sections, short compositions and improvisations based on criteria developed by the pupil.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Mastery of the technical demands of music representing diverse cultures, styles, genres and historical periods and understanding of the expressive qualities of such music through prepared and improvised performances; and
(2) Understanding of intent as a means to connect with an audience during a performance.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria for selecting music for a variety of purposes and justify those selections based on knowledge of the music and the specified purpose and context; and
(2) Explain how the structure and context of music informs the response to the music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of music using the elements of music, context and setting.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to evaluate works and performances based on researched criteria and criteria developed by the pupil individually and in collaboration with others.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to:
(1) Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music; and
(2) Apply criteria to select music for a variety of purposes and justify those selections based on the specified purpose and context.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to:
(1) Demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life;
(2) Analyze how context can inform the expressive intent and meaning of a performance; and
(3) Analyze how music is affected by external knowledge.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6225 Traditional ensembles: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in traditional ensembles in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to compose and improvise musical ideas for a variety of purposes and contexts.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to:
(1) Use composed and improvised musical ideas to develop drafts of musical works for a variety of purposes and contexts; and
(2) Record, using standard notation and audio or video recordings, drafts of compositions and improvisations.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Evaluate and refine drafts of musical works based on criteria and the extent to which the works address the intended purpose and context; and
(2) Share personally developed musical works individually or in collaboration with an ensemble to address an identified purpose.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to select varied programs to study and perform based on the theoretical, structural and expressive features of the music, the technical skill of the pupil or ensemble and the purpose and context of the performance;
(2) Examine, evaluate and critique how structure and context impact and inform prepared and improvised performances; and
(3) Demonstrate an understanding of the style, genre and context of a repertoire of music, the impact of style, genre and context on prepared and improvised performances and the use of technical skill to connect with the audience.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to develop, apply and refine rehearsal strategies to address challenges relating to individual and ensemble performances of a repertoire of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Mastery of the technical demands of music representing diverse cultures, styles, genres and historical periods and understanding of the expressive qualities of such music through prepared and improvised performances; and
(2) The ability to connect with members of the audience by engaging with and responding to members of the audience during prepared and improvised performances.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Apply criteria for selecting music for a variety of purposes and justify those selections based on knowledge of the music and the specified purpose and context; and
(2) Explain how the structure, context and performance of music informs the response to the music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret the expressive intent and meaning of music and justify those interpretations using a variety of research and references to other forms of art.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to evaluate works, programs and performances and justify those evaluations based on criteria, personal decisions, research and understanding of context.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to:
(1) Demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music; and
(2) Select music for a variety of purposes using research and personally developed criteria and justify those selections based on knowledge of music, purpose and context.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6235 Music technology: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music technology in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for composition or improvisation using digital tools.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select melodic, rhythmic and harmonic ideas to develop into a larger work using digital tools and resources.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations; and
(2) Share compositions or improvisations demonstrating musical and technological craftsmanship and the use of digital tools and resources for the creation and organization of musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and explain criteria to select a repertoire of music to perform based on the interest, ability to read music and the technical and technological skill of the pupil;
(2) Describe how context, structural aspects of music and digital tools inform prepared and improvised performances; and
(3) Demonstrate how understanding the context, expressive challenges and use of digital tools influences prepared and improvised performances of a repertoire of music.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to identify and implement rehearsal strategies to improve technical and expressive aspects of prepared and improvised performances of a repertoire of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Attention to technical accuracy and expressive qualities in prepared and improvised performances using digital tools; and
(2) Understanding of the context of music through prepared and improvised performances.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Cite reasons for choosing music based on the elements of music, digital and electronic aspects of the selection and connections to personal interest or purpose; and
(2) Explain how the structure, technical aspects and purpose of music informs the response to the music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to interpret and support an interpretation of the expressive intent of musical selections based on treatment of the elements of music, digital and electronic features of the selection and personal interests.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to evaluate music using criteria based on analysis, interpretation, digital and electronic features and personal interests.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to:
(1) Demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life; and
(2) Analyze how music is affected by external knowledge.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6245 Music technology: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music technology in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for composition or improvisation using digital tools and resources.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select melodic, rhythmic and harmonic ideas to develop into a larger work that exhibits unity and variety using digital and analog tools and resources.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and implement strategies to improve and refine the technical and expressive aspects of draft compositions and improvisations; and
(2) Share compositions or improvisations demonstrating musical and technological craftsmanship and the use of digital tools and resources for the creation and organization of musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to select a repertoire of music to perform based on the interest, structural and theoretical characteristics and the technical and technological skill of the pupil;
(2) Describe and demonstrate how context, theoretical and structural aspects of music and digital tools inform prepared and improvised performances of a repertoire of music; and
(3) Demonstrate how understanding the style, genre, context and use of digital tools influences prepared and improvised performances of a repertoire of music and the ability of the performer to connect with the audience.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to identify and implement rehearsal strategies to improve technical and expressive aspects of prepared and improvised performances of a repertoire of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to demonstrate:
(1) Technical accuracy and expressive qualities in prepared and improvised performances of music representing diverse cultures, styles and genres; and
(2) Understanding of the manner in which the expressive intent of music can be used to connect with an audience during a prepared or improvised performance.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Select and critique contrasting musical works and defend his or her opinions based on manipulation of the elements of music, digital and electronic aspects of the music and the purpose and context of the music; and
(2) Explain how the structure, technical aspects and context of music informs the response to the music.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to connect the influences of music, elements of music, digital and electronic features of music, context and purpose of music and the relationship between music and other art forms to the expressive intent of musical works.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to evaluate music using criteria based on analysis, interpretation, artistic intent, digital, electronic and analog features and musical qualities.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6255 Music technology: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in music technology in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new music by conceiving and developing music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize musical ideas and work, as demonstrated by the ability of the pupil to generate melodic, rhythmic and harmonic ideas for composition or improvisation using digital tools, resources and systems.
(b) Organize and develop musical ideas and work, as demonstrated by the ability of the pupil to select and organize multiple melodic, rhythmic and harmonic ideas to develop into a larger work that exhibits unity, variety, complexity and coherence using digital and analog tools, resources and systems.
(c) Refine, complete and present musical work, as demonstrated by the ability of the pupil to:
(1) Develop and implement strategies and apply criteria to improve and refine the technical and expressive aspects of draft compositions and improvisations; and
(2) Share a portfolio of musical works created by the pupil in a manner that demonstrates musical and technological craftsmanship and the use of digital and analog tools, resources and systems for the creation and organization of musical ideas.
2. Performance of music that involves interpretation and presentation of music, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret music for presentation, as demonstrated by the ability of the pupil to:
(1) Develop and apply criteria to select programs to perform based on the interest, structural and theoretical characteristics, expressive characteristics and the technical and technological skill of the pupil in using digital tools, resources and systems;
(2) Evaluate and critique how context, theoretical and structural aspects of music and digital tools inform prepared and improvised performances of a repertoire of music; and
(3) Demonstrate how understanding the style, genre, context and use of digital tools influences prepared and improvised performances of a repertoire of music and the ability of the performer to connect with the audience.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to apply criteria and feedback to develop and implement strategies to improve technical and expressive aspects of prepared and improvised performances of a repertoire of music.
(c) Convey meaning through the presentation of music, as demonstrated by the ability of the pupil to:
(1) Integrate digital and analog tools to demonstrate technical accuracy and expressive qualities in prepared and improvised performances of music representing diverse cultures, styles and genres; and
(2) Demonstrate the ability to connect with members of the audience before prepared or improvised performances and respond to members of the audience during such performances.
3. Understanding and evaluating, alone and with others, how music conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze music, as demonstrated by the ability of the pupil to:
(1) Compare musical works based on characteristics of the music, understanding of digital and electronic aspects of the music and the purpose and context of the music; and
(2) Analyze how the structure, technical aspects and context of music informs interest in and the response to the music and justify his or her analysis.
(b) Interpret intent and meaning in music, as demonstrated by the ability of the pupil to connect the influences of music, elements of music, digital and electronic features of music, context and purpose of music and the relationship between music and other art forms to the expressive intent of musical works and cite research to support the connections he or she has drawn.
(c) Apply prescribed criteria to evaluate music, as demonstrated by the ability of the pupil to evaluate music using criteria based on analysis, interpretation, artistic intent, digital, electronic and analog features and musical qualities and justify his or her evaluation.
4. Using external context when creating, evaluating and finding personal meaning in music, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to music, as demonstrated by the ability of the pupil to demonstrate how interests, knowledge and skills relate to personal choices and intent when creating, performing and responding to music.
(b) Analyze music in light of societal, cultural and historical context to create a deeper understanding of the music, as demonstrated by the ability of the pupil to demonstrate understanding of the relationships between music and other arts, other disciplines, varied contexts and daily life.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6265 Visual arts: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Use multiple approaches when beginning the creative process; and
(2) Outline an artistic investigation of an aspect of contemporary life using a contemporary practice of visual art or design.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Develop skills and techniques for making visual art while comparing methods of spontaneous and deliberate design;
(2) Explain how traditional and nontraditional materials may impact health and the environment and demonstrate safe handling of materials, tools and equipment; and
(3) Develop, in collaboration with others, a proposal for an installation, work of visual art or space design that transforms the perception and experience of a particular place or idea.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to:
(1) Apply criteria from traditional and contemporary culture to plan revisions to a work of visual art or design; and
(2) Describe the implications of practices, issues and ethics relating to appropriation, fair use, copyright, open source and creative commons on the creation of visual art and design.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select and curate artifacts and works of visual art for presentation and preservation.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to analyze and evaluate choices concerning the presentation of an exhibit and the reasons for such choices.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to analyze the impact of an exhibition or collection on personal awareness of social, cultural or political beliefs.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Generate hypotheses concerning ways in which visual art influences perception and understanding of human experiences; and
(2) Analyze how experiencing visual imagery affects understanding of the world.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to interpret a collection of works in a manner that is supported by evidence found in the works in the collection and the context of those works.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to establish criteria for evaluating a work of visual art or a collection of such works.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to document the process of developing ideas for visual art from early stages to fully developed ideas.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to describe how knowledge of culture, traditions and history may influence personal responses to visual art.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6275 Visual arts: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Formulate new creative problems based on existing works of art; and
(2) Plan personal works of art or design by choosing from a range of materials and methods used in traditional and contemporary artistic practices.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate skills, knowledge and the ability to use a variety of approaches within a chosen form of visual art;
(2) Demonstrate awareness of the ethical implications of making and distributing creative work; and
(3) Redesign an object, system, place or design in response to contemporary issues.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to critique, revise and refine works of visual art and design in response to personal artistic vision.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select personal works of visual art for inclusion in a collection or presentation of a portfolio and justify his or her selections.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to evaluate and apply methods or processes to display works of visual art in a specific place.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to explain connections between artists or works of visual art and social, cultural and political history and justify his or her explanations.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Describe personal aesthetic and empathetic responses to the natural world and constructed environments; and
(2) Evaluate the effectiveness of images to influence the ideas, feelings and behaviors of specific audiences.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to identify types of contextual information that are useful when interpreting a work of visual art or collection of such works.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to determine the relevance of criteria used by others to evaluate a work of art or collection of such works.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to explore unfamiliar subjects by creating visual art.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to compare uses of visual art in a variety of societal, cultural and historical contexts and make contemporary and local connections to such contexts.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6285 Visual arts: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in visual arts in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new visual art by conceiving and developing visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Generate plans for creating visual art and design that can effect social change; and
(2) Choose from a range of materials and methods used in traditional and contemporary visual art and following or breaking established conventions while planning the creation of multiple works of art and design based on a theme or concept.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to:
(1) Plan and create multiple works of visual art and design that explore a personally meaningful theme, idea or concept;
(2) Successfully balance freedom to create and circulate works of visual art with responsible use of images, materials, tools and equipment; and
(3) Demonstrate through a work of visual art how visual and material culture defines and shapes the lives of people.
(c) Refine, complete and present works of visual art, as demonstrated by the ability of the pupil to use traditional and contemporary criteria to critique, revise and refine works of art and design while considering artistic vision.
2. Interpretation and presentation of visual art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of visual art for presentation, as demonstrated by the ability of the pupil to select, curate and present works of art for a specific exhibit or event.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to compare and contrast methods of preserving and protecting visual art.
(c) Discuss and apply topics relating to the presentation of works of visual art, as demonstrated by the ability of the pupil to curate a collection of objects, artifacts or works of visual art to impact the viewer’s understanding of social, cultural or political experiences.
3. Understanding and evaluating, alone and with others, how visual art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of visual art, as demonstrated by the ability of the pupil to:
(1) Analyze how responses to visual art develop over time based on knowledge of and experience with visual art and life; and
(2) Determine commonalities between work created by a group of artists or visual images attributed to a particular type of visual art, historical period or culture.
(b) Interpret intent and meaning in works of visual art, as demonstrated by the ability of the pupil to analyze differing interpretations of a work of visual art or collection of such works and defend a critical analysis of the work or collection.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to evaluate a work of visual art or collection of such works based on differing sets of criteria.
4. Using external context when creating, evaluating and finding personal meaning in visual art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to visual art, as demonstrated by the ability of the pupil to synthesize approaches to creating visual art and knowledge of social, cultural, historical and personal events to create meaningful art and designs.
(b) Analyze works of visual art in light of societal, cultural and historical context to create a deeper understanding of the works of visual art, as demonstrated by the ability of the pupil to evaluate the impact of an artist on the beliefs, values and behaviors of a society.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6295 Theater: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Formulate ideas about the visual composition of a theatrical work;
(2) Identify the impact of technology and design choices in a theatrical work; and
(3) Use script analysis to generate ideas about creating an authentic character in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Critically analyze original ideas and examine history and culture when developing a dramatic concept in a theatrical work; and
(2) Investigate the interdependency between actors, the director, the playwright and designers in a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise a devised or scripted theatrical work using staging conventions;
(2) Evaluate how physical and vocal choices are developed to create theatrical work that is relevant and authentic; and
(3) Refine choices concerning technical design to support the story and create emotional impact in a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Evaluate how relationships between characters assist in telling the story of a theatrical work; and
(2) Shape choices concerning characters to fit the circumstances of a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Rehearse acting techniques to improve a theatrical work; and
(2) Implement technical elements to increase the impact of design in a theatrical work.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to perform a rehearsed theatrical work for an audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to compare artistic choices in multiple theatrical works.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Compare cultural perspectives and contexts in the evaluation of a theatrical work; and
(2) Justify personal aesthetics, preferences and beliefs when participating in and observing theatrical works.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Respond to a theatrical work using evidence concerning art forms, history, culture and other disciplines;
(2) Consider aesthetics of production elements in a theatrical work; and
(3) Create deeper understanding of a theatrical work by considering the purpose and intended audience of the work.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to analyze how culture, community and personal beliefs impact a theatrical work.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Analyze how cultural, global and historical belief systems affect creative choices in a theatrical work;
(2) Develop creative choices for a theatrical work based on a researched topic; and
(3) Use research methods commonly used in the field of theater to understand the social and cultural background of a theatrical work.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6305 Theater: Pupils rated as accomplished. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in theater in high school for pupils rated as accomplished pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Analyze historical and cultural conventions and the impact of such conventions on the visual composition of a theatrical work;
(2) Apply technology and design choices in a theatrical work; and
(3) Develop a character that is believable and authentic in a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Demonstrate a critical understanding of the historical and cultural influences of a theatrical work; and
(2) Collaborate with others to make interpretive choices concerning a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Revise and analyze the dramatic concept and technical design elements of a devised or scripted theatrical work;
(2) Analyze and revise physical and vocal choices to improve believability and relevance of a theatrical work; and
(3) Refine choices concerning technical design to support the story and create emotional impact in a theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Explain how unique choices shape believable and sustainable theatrical work; and
(2) Identify research from sources, directing concepts and other relevant information that influences choices concerning character in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Practice acting techniques to build a believable and sustainable theatrical work; and
(2) Implement technical elements to create a design that communicates the concept of a theatrical production.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to present a theatrical work in a manner that uses creative processes to shape the production for a specific audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to apply criteria derived from different methods of thought and use such criteria to influence future choices.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Develop supporting evidence and criteria to reinforce artistic choices;
(2) Apply concepts form a theatrical work to create personal realizations concerning cultural perspectives; and
(3) Distinguish between multiple aesthetics, preferences and beliefs when participating in and observing theatrical works.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Analyze a theatrical work by connecting the work to other art forms, history, culture and other disciplines;
(2) Create meaning in a theatrical work while considering personal preferences concerning aesthetics of production and respecting the interpretations of others; and
(3) Explain how a theatrical work communicates to a specific audience and serves a specific purpose.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to use an interpretation of a theatrical work to reflect upon or question his or her beliefs.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Integrate knowledge of different forms and disciplines of art to develop a cross-cultural theatrical work;
(2) Develop creative choices for a theatrical work based on a researched topic; and
(3) Investigate how personal beliefs and biases can affect the interpretation of research data and the manner in which such data is applied to a theatrical work.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6315 Theater: Pupils rated as advanced. (NRS 385.080. 385.114, 389.021) If a public school offers a course of instruction in theater in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new theatrical work by conceiving and developing theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Synthesize knowledge of a variety of dramatic forms, theatrical conventions and technology to create the visual composition of a theatrical work;
(2) Create a complete design for a theatrical work using a variety of production technology; and
(3) Integrate cultural and historical context with personal experience to create a character who is believable and authentic for a theatrical work.
(b) Organize and develop theatrical ideas and work, as demonstrated by the ability of the pupil to:
(1) Develop and synthesize original ideas in a theatrical work using critical analysis, historical and cultural context, research and theatrical traditions from different cultures; and
(2) Collaborate with others to make interpretive choices concerning a theatrical work.
(c) Refine, complete and present theatrical work, as demonstrated by the ability of the pupil to:
(1) Refine a devised or scripted theatrical work using the rehearsal process to invent or reimagine style, genre, form and conventions;
(2) Synthesize ideas from research, script analysis and context to create a performance that is believable, authentic and relevant in a theatrical work; and
(3) Apply technical skills to the rehearsal process to support the story and increase the emotional impact of a devised or scripted theatrical work.
2. Performance of theatrical work that involves interpretation and presentation of theatrical work, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret theatrical work for presentation, as demonstrated by the ability of the pupil to:
(1) Apply research of directing styles to generate unique ideas concerning the direction of a scene in a theatrical work; and
(2) Research a variety of acting techniques and apply those acting techniques to generate choices concerning the manner in which to represent a character in a theatrical work.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Research a variety of acting exercises and use those exercises to prepare a believable and sustainable performance; and
(2) Explain and justify the selection of technical elements to create a design that communicates the concept of a theatrical production.
(c) Convey meaning through the presentation of theatrical work, as demonstrated by the ability of the pupil to use research and analysis grounded in the creative perspectives of the playwright, director, designer and dramaturg to present a theatrical production for a specific audience.
3. Understanding and evaluating, alone and with others, how theatrical work conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze theatrical work, as demonstrated by the ability of the pupil to use historical and cultural context to justify personal responses to a theatrical work.
(b) Interpret intent and meaning in theatrical work, as demonstrated by the ability of the pupil to:
(1) Use supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a theatrical work;
(2) Apply understanding of cultures and contexts to shape personal responses to theatrical works; and
(3) Explain aesthetics, preferences and beliefs to create a context for critical research that informs artistic decisions in a theatrical work.
(c) Apply prescribed criteria to evaluate theatrical work, as demonstrated by the ability of the pupil to:
(1) Synthesize cultural and historical information concerning a theatrical work to support or evaluate artistic choices;
(2) Analyze and evaluate varied aesthetic interpretations of production elements for the same theatrical work; and
(3) Compare and debate the connection between a theatrical work and contemporary issues that may impact audiences.
4. Using external context when creating, evaluating and finding personal meaning in theatrical work, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to theatrical work, as demonstrated by the ability of the pupil to collaborate on a theatrical work that examines a critical global issue using multiple personal, community and cultural perspectives.
(b) Analyze theatrical work in light of societal, cultural and historical context to create a deeper understanding of the theatrical work, as demonstrated by the ability of the pupil to:
(1) Develop a theatrical work that identifies and questions cultural, global and historical belief systems;
(2) Justify creative choices he or she has made concerning a devised or scripted theatrical work based on a critical interpretation of specific data acquired through research; and
(3) Present and support an opinion, based on critical research, concerning the social, cultural and historical understandings of a theatrical work.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6325 Media arts: Pupils rated as novice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in high school for pupils rated as novice pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to develop artistic goals and engage in problem solving while creating media art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to apply aesthetic criteria while developing, refining and producing media art, giving consideration to the goals of the media art and the context in which the media art will be presented.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Consolidate production processes to integrate content and stylistic conventions into purposeful productions of media art; and
(2) Analyze, refine and modify works of media art by emphasizing expressive elements in a manner that reflects an understanding of the goals of the work and the preferences of the pupil.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate various forms of media arts and other sources to create a unified production while considering the reactions of and the need to interact with the audience.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) A range of artistic, design, technical and soft skills when producing and presenting works of media art;
(2) A defined range of creative and adaptive abilities when developing solutions for identified problems within a production of media art; and
(3) Adaptability using tools and techniques in standard and experimental ways to communicate intent in media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Design the presentation and distribution of works of media art using combinations of works and forms of media art and designed to appeal to a variety of audiences; and
(2) Evaluate and implement improvements for presenting works of media art while considering the impact of the presentation.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to analyze:
(1) The qualities and relationships between components and style in works of media art; and
(2) How multimodal presentations of a variety of works of media art shape the experience of the audience and create meaning.
(b) Interpret the meaning in works of media art, as demonstrated by the ability of the pupil to interpret the meaning of and reactions to a variety of works of media art with a focus on the personal and cultural context of the works.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to develop and apply criteria to evaluate works of media art and processes for producing media art while considering the context and artistic goals of the works.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Evaluate and integrate personal and external resources to create original works of media art; and
(2) Explain and demonstrate how works of media art form meanings, expand knowledge and create cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Explain how works of media art relate context, purposes and values; and
(2) Evaluate and effectively interact with the legal, technological, systemic and vocational context of media art while considering issues relating to copyright, ethics, social media and online presence.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6335 Media arts: Pupils rated as intermediate. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in high school for pupils rated as intermediate pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to formulate and refine goals to increase the originality of his or her approaches to the creation of media art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to apply personal aesthetics when designing and refining processes for producing media art while considering his or her artistic intention, the availability of resources and the context of the presentation.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Consolidate production processes to integrate content and stylistic conventions into purposeful productions of media art; and
(2) Analyze, refine and elaborate aesthetic elements and technical components to create impactful works of media art for specific purposes, audiences and contexts.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to integrate various forms of media arts and other sources to create a unified production that retains thematic integrity and stylistic continuity.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to demonstrate:
(1) A range of artistic, design, technical and soft skills when producing and presenting works of media art;
(2) A range of creative and adaptive abilities when developing solutions for identified problems within a production of media art; and
(3) Adaptability using tools and techniques in standard and experimental ways to achieve expressive goals when producing works of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Curate the presentation and distribution of works of media art using combinations of works and forms of media art and designed to appeal to a variety of audiences; and
(2) Evaluate and implement improvements for presenting works of media art while considering the personal and social impact of the presentation.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Synthesize internal and external resources to inform the creation of original works of media art; and
(2) Analyze how multimodal presentations of a variety of works of media art shape the experience of the audience, create meaning and persuade.
(b) Interpret the meaning in works of media art, as demonstrated by the ability of the pupil to interpret the meaning and influence of a variety of works of media art with a focus on the personal, societal, historical and cultural context of the works.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to constructively and systematically evaluate and critique works of media art and processes for producing media art and defend his or her evaluations and critiques.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Synthesize internal and external resources to create original works of media art; and
(2) Explain and demonstrate how works of media art form meanings, expand knowledge and create cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Explain how works of media art relate context, purposes and values; and
(2) Evaluate and effectively interact with the legal, technological, systemic and vocational context of media art while considering issues relating to copyright, ethics, media literacy, digital identity and audience.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6345 Media arts: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in media arts in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new works of media art by conceiving and developing media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize artistic ideas and work, as demonstrated by the ability of the pupil to formulate and refine goals to increase the originality of his or her approaches to the creation of media art.
(b) Organize and develop artistic ideas and work, as demonstrated by the ability of the pupil to apply personal aesthetics when designing and refining processes for producing media art while considering his or her artistic intention, the availability of resources and the context of the presentation.
(c) Refine, complete and present works of media art, as demonstrated by the ability of the pupil to:
(1) Analyze and elaborate on the components of a presentation of media art to make the production more compelling; and
(2) Analyze, refine and elaborate aesthetic elements and technical components to create impactful works of media art for specific purposes, audiences and contexts.
2. Interpretation and presentation of media art, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret works of media art for presentation, as demonstrated by the ability of the pupil to synthesize various forms of media arts and other sources to create a unified production that retains artistic fidelity across platforms and audiences.
(b) Develop and refine artistic techniques, work and presentations, as demonstrated by the ability of the pupil to:
(1) Demonstrate a range of artistic, design, technical and soft skills when producing and presenting works of media art;
(2) Master a range of creative and adaptive abilities when developing solutions for identified problems within a production of media art; and
(3) Demonstrate adaptability using tools, techniques and interactivity to achieve expressive goals when producing works of media art.
(c) Convey meaning through the presentation of media art, as demonstrated by the ability of the pupil to:
(1) Curate the presentation and distribution of media art to create intentional impacts in a variety of contexts; and
(2) Compare and integrate improvements for presenting works of media art while considering the personal and global impact of the presentation.
3. Understanding and evaluating, alone and with others, how media art conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze works of media art, as demonstrated by the ability of the pupil to:
(1) Synthesize the qualities of and relationships between components and style in works of media art and explain how those qualities and relationships impact an audience; and
(2) Analyze how multimodal presentations of a variety of works of media art shape the experience of the audience, create meaning and persuade.
(b) Interpret the meaning in works of media art, as demonstrated by the ability of the pupil to interpret the meaning and impact of diverse media art with a focus on issues relating to context and bias.
(c) Apply prescribed criteria to evaluate works of visual art, as demonstrated by the ability of the pupil to constructively and systematically evaluate and critique works of media art and processes for producing media art and defend his or her evaluations and critiques.
4. Using external context when creating, evaluating and finding personal meaning in media art, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to media art, as demonstrated by the ability of the pupil to:
(1) Synthesize internal and external resources to create original works of media art; and
(2) Explain and demonstrate how works of media art form meanings, expand knowledge and create cultural experiences.
(b) Analyze works of media art in light of societal, cultural and historical context to create a deeper understanding of the works of media art, as demonstrated by the ability of the pupil to:
(1) Demonstrate the relationships of works of media art and ideas relating to media art to local and global context, purposes and values; and
(2) Evaluate and effectively interact with the legal, technological, systemic and vocational context of media art.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6355 Dance theory and practice: Pupils rated as novice. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in high school for pupils rated as novice pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Implement and discuss movement and ideas for choreography to develop original dance; and
(2) Identify personal preferences and strengths to develop an original dance.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Collaborate to apply choreographic devices and dance structures to choreograph an original dance that supports an artistic intent and articulate the process for making choices concerning movements; and
(2) Apply criteria to choreograph a dance that communicates intent.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Revise choreography based on prescribed criteria and feedback from others; and
(2) Document a section of a dance using writing, symbols or media technology.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Refine partner and ensemble skills that enable spatial design and create patterns, relationships and focus;
(2) Accurately use accented and unaccented beats; and
(3) Contrast bound and free-flowing movements, develop body awareness and apply body awareness to dance technique and performance.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate fundamental dance skills and movement qualities when executing choreography;
(2) Apply basic anatomical knowledge, special awareness and nutrition to promote safe strategies when dancing; and
(3) Collaborate with peers to practice and refine dances.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate leadership qualities when preparing performances; and
(2) Collaborate to design and execute production elements to convey the artistic intent of a dance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast patterns of movement and their relationships in dance; and
(2) Explain how elements of dance are used in a variety of genres, styles or cultural movement practices to communicate intent.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to interpret meaning in a dance based on the movements of the dance and explain how to achieve artistic expression through relationships between the elements of a dance.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to define the characteristics of a dance that make the dance meaningful and artistic.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Compare and contrast how different perspectives are communicated through the movements of dances; and
(2) Discuss how research informs the choreographic process and deepens understanding of genres of dance.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to analyze how dances from a variety of cultures, societies, historical periods or communities reveal the ideas and perspectives of the people who created the dances.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6365 Dance theory and practice: Pupils rated as proficient. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in high school for pupils rated as proficient pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Analyze the relationship between stimuli and movement and the process used to develop improvised or choreographed dance; and
(2) Identify personal preferences and strengths to develop an original dance.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Collaborate to design choreography and dance structures to support an artistic intent and articulate the process for making choices concerning movements; and
(2) Discuss how to choreograph a dance that communicates intent.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to:
(1) Manipulate choreographic devices based on established criteria and feedback and evaluate the impact of choices made in the process of revision; and
(2) Document a section of a dance sequence using writing, symbols or media technology.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Develop partner and ensemble skills that enable contrasting level changes through lifts or balances while maintaining the design of the dance and the relationship with his or her partner or ensemble;
(2) Use syncopation and accent movements related to different tempi; and
(3) Develop total body awareness and demonstrate variances of energy and dynamics.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Demonstrate technical dance skills for executing and retaining choreography;
(2) Develop a plan for healthful practices when dancing to prevent injury and enhance performance; and
(3) Collaborate with others to establish and implement a rehearsal plan with articulated goals for performance and justify his or her reasons for selecting that particular rehearsal plan.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Evaluate, using terminology commonly used in the field of dance, the processes, methods and strategies used during rehearsal and performance; and
(2) Evaluate designs for the production elements of a performance and execute ideas to enhance the artistic intent of a dance.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Analyze patterns of recurring movement and their relationship to the context and intent of a dance; and
(2) Analyze how elements of dance are used in a variety of genres, styles or cultural movement practices to communicate intent.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to compare different dances and explain how the relationships among the elements of dance, dance technique and context enhance meaning.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to analyze artistic expression using evaluative criteria and terminology commonly used in the field of dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Explain and provide evidence concerning how the perspectives expressed by a choreographer may impact the perspective of the pupil;
(2) Solve problems relating to dance using evidence gathered through research and analysis; and
(3) Compare the process used in choreography to the process used in another creative, academic or scientific field.
(b) Analyze dance in light of societal, cultural and historical context to create a deeper understanding of the dance, as demonstrated by the ability of the pupil to analyze how dances from a variety of cultures, societies, historical periods or communities reveal the ideas and perspectives of the people who created the dances.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.6375 Dance theory and practice: Pupils rated as advanced. (NRS 385.080, 385.114, 389.021) If a public school offers a course of instruction in dance theory and practice in high school for pupils rated as advanced pursuant to NAC 389.6105, such instruction must be designed so that pupils meet the following standards of performance by the completion of the course:
1. Creation of new dance by conceiving and developing dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Generate and conceptualize dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Synthesize content based on a stimulus and make choices outside his or her zone of comfort to communicate artistic intent in dance; and
(2) Use personal preferences and strengths relating to movement to communicate the artistic intent of a dance.
(b) Organize and develop dance and ideas relating to dance, as demonstrated by the ability of the pupil to:
(1) Explain how his or her choreographic choices enhance artistic intent; and
(2) Construct an artistic statement that communicates personal, cultural and artistic perspective.
(c) Refine, complete and present dance, as demonstrated by the ability of the pupil to document a dance:
(1) That manipulates and refines choreographic devices and dance structures to support artistic intent; and
(2) Using recognized systems for documenting dances.
2. Performance of dance that involves interpretation and presentation of dance, alone and with others, which must be determined by evaluating the ability of the pupil to:
(a) Select, analyze and interpret dance for presentation, as demonstrated by the ability of the pupil to:
(1) Demonstrate a broad range of movement to convey artistic and expressive intent;
(2) Modulate time factors to illustrate artistic intent and in a manner that demonstrates phrasing with and without musical accompaniment; and
(3) Perform sequences of movement using a broad dynamic range, establishing relationships with other dancers and projecting to the audience.
(b) Develop and refine technique and performances, as demonstrated by the ability of the pupil to:
(1) Apply technical dance skills for executing and retaining choreography;
(2) Use research to inform healthful practices; and
(3) Plan and direct rehearsal with attention to technical details and artistic expression.
(c) Convey meaning through the presentation of dance, as demonstrated by the ability of the pupil to:
(1) Demonstrate leadership qualities and model good performance practices; and
(2) Produce dance productions for a variety of venues.
3. Understanding and evaluating, alone and with others, how dance conveys meaning, which must be determined by evaluating the ability of the pupil to:
(a) Perceive and analyze dance, as demonstrated by the ability of the pupil to:
(1) Analyze patterns of recurring movement and their relationship to create meaningful choreography; and
(2) Explain how dance communicates cultural values in a variety of genres, styles or cultural movement practices.
(b) Interpret intent and meaning in dance, as demonstrated by the ability of the pupil to analyze and interpret how the elements of dance, execution of principles of movement and context contribute to artistic expression across different genres, styles or cultural movement practices.
(c) Apply prescribed criteria to evaluate dance, as demonstrated by the ability of the pupil to define personal artistic preferences in consideration of societal and personal values and use those preferences to critique a broad range of dance.
4. Using external context when creating, evaluating and finding personal meaning in dance, which must be determined by evaluating the ability of the pupil to:
(a) Apply and relate knowledge and personal experience to dance, as demonstrated by the ability of the pupil to:
(1) Analyze the variables that contributed to the personal growth of the pupil;
(2) Solve problems relating to dance using evidence gathered through research and analysis; and
(3) Develop and complete a final project involving the creation of a dance production while reflecting on a possible choice of career.
(b) Analyze how dances from a variety of cultures, societies, historical periods or communities reveal the ideas and perspectives of the people who created the dances and describe how this analysis expands the dance literacy of the pupil.
(Added to NAC by Bd. of Education by R043-18, eff. 12-19-2018)
NAC 389.644 Course of work and study: Requirements. (NRS 385.080, 385.114) A pupil participating in a course of work and study shall:
1. During each semester, work for an employer participating in the course of work and study for at least:
(a) One hundred eighty hours; or
(b) Three times the number of hours that the pupil would be in class if taking a course for which he or she would receive an equal number of hours of credit to the number of hours of credit being received for the course of work and study,
Ê whichever is greater.
2. Provide the teacher of record designated pursuant to NAC 389.648 with documentation of the number of hours worked. A pupil who meets the requirements of this section shall be deemed to be in full attendance for all documented hours worked.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by R096-17, 6-26-2018)
NAC 389.646 Course of work and study: Eligible pupils. (NRS 385.080, 385.114) The following pupils may enroll in a course of work and study:
1. A pupil who is not on schedule to graduate from a secondary school or a dropout or potential dropout from secondary school.
2. A pupil in grades 9 to 12, inclusive, who qualifies for free lunch or lunch at reduced cost or who attends a school that is eligible to participate in the Community Eligibility Provision program of the United States Department of Agriculture.
3. A pupil who has been truant from school for more than 9 days in any one semester.
4. A pupil who is under the age of 18, is a parent or expectant parent and has not earned a high school diploma.
5. A pupil who is under the age of 18, has not earned a high school diploma and is unable to attend a regular course of study in high school because of misconduct in school or the action of a court.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by R061-14, 12-22-2014; R096-17, 6-26-2018)
NAC 389.648 Course of work and study: Designation and duties of teacher of record. (NRS 385.080, 385.114) The board of trustees of a school district or governing body of a charter school that offers a course of work and study shall designate a teacher of record for the course. The teacher of record shall document the hours worked by each pupil enrolled in the course.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by R096-17, 6-26-2018)
NAC 389.650 Course of work and study: Duties of participating employer. (NRS 385.080, 385.114) An employer participating in a course of work and study shall:
1. Provide direct supervision of each pupil employed by the employer.
2. Provide the same level of liability and worker’s compensation insurance as the employer provides for other employees of the same level as a pupil employed by the employer and provide the teacher of record designated pursuant to NAC 389.648 for the course with evidence of such insurance.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by R096-17, 6-26-2018)
NAC 389.6549 Great Basin Native American language. (NRS 385.080, 385.110) A course of study in a Great Basin Native American language must include instruction designed to teach the pupil to do the following:
1. After 1 year of instruction:
(a) Understand routine questions, statements, commands and conversation.
(b) Recognize the differences in intonation between questions, statements and commands.
(c) Produce words and phrases used frequently in daily life.
(d) Identify in oral speech highly contextualized cognates.
(e) Understand and compose simple oral material.
(f) Be familiar with the location and geography of the Native Americans whose language is being studied.
(g) Be familiar with how the Native Americans whose language is being studied are related to other Native Americans in the Great Basin region.
(h) Be familiar with important cultural features, prominent persons, current events and activities of the Native Americans whose language is being studied.
(i) Be familiar with some of the major contributions to the culture of this State and the United States made by the Native Americans whose language is being studied.
2. After 2 years of instruction:
(a) Understand simple conversation.
(b) Understand the language of simple social conventions.
(c) Distinguish the unique sounds of the language in familiar context.
(d) Participate in familiar situations, including, without limitation, asking and answering questions, giving and following simple directions, engaging in conversation at a dinner table, and introducing oneself.
(e) Understand a written passage sufficiently to use alternative language to communicate the content of the passage.
(f) Retell familiar material.
(g) Understand main ideas and facts from a simple oral text, including, without limitation, a story.
(h) Follow oral directions.
(i) Infer meaning from the context of the material studied and cognates.
(j) Compose, with guidance from the instructor, short oral compositions, statements and dialogue.
(k) Explore major aspects of the geography, daily life, celebrations, social customs, body language and proximity, perception of time and major historical events of the region where the language is spoken.
(l) Continue to demonstrate an awareness of current events, communities and prominent persons of the region where the language is spoken.
(Added to NAC by Bd. of Education by R066-97, eff. 12-10-97)
Credits and Grading
NAC 389.6552 Passage of end-of-course examinations required for diploma to be awarded. [Replaced in revision by NAC 390.400.]
NAC 389.658 Submission of results of end-of-course examinations. [Replaced in revision by NAC 390.410.]
NAC 389.6585 Publication of standards and passing grades; submission by school districts and charter schools of certain information; review and approval by Department. [Replaced in revision by NAC 390.420.]
NAC 389.659 Units of credit or semesters required for promotion to next higher grade level; waiver of certain requirements. (NRS 385.080)
1. If a pupil enrolls in the 9th grade:
(a) Except as otherwise provided in subsection 2, the pupil must:
(1) Earn a minimum of 5 units of credit or complete 2 semesters of high school to be promoted to the 10th grade.
(2) Earn a minimum of 11 units of credit or complete 4 semesters of high school to be promoted to the 11th grade.
(3) Earn a minimum of 17 units of credit or complete 6 semesters of high school to be promoted to the 12th grade.
(b) A school district shall evaluate the transcripts of the pupil if the pupil transferred to a high school within the school district from another high school located outside the school district, whether located inside or outside this State, to determine the grade level for which the pupil qualifies pursuant to paragraph (a).
2. The superintendent of a local school district may waive the requirement set forth in:
(a) Subparagraph (1) of paragraph (a) of subsection 1 if:
(1) The local school district is a school district in which the 9th grade is taught in a junior high or middle school; and
(2) The superintendent determines that extenuating circumstances exist; and
(b) Subparagraph (3) of paragraph (a) of subsection 1 if the superintendent determines that extenuating circumstances exist.
(Added to NAC by Bd. of Education by R091-99, eff. 1-14-2000; A by R022-09, 10-27-2009; R037-12, 9-14-2012)
NAC 389.6625 Uniform grading scale; computation of grade point average; assignment of value to grade earned by pupil transferring from another state; applicability; policies assigning a plus or minus to grades. (NRS 385.080, 389.0195)
1. Except as otherwise provided in subsection 6, the board of trustees of each school district and the governing body of each charter school shall use the following uniform grading scale for pupils enrolled in the school district or charter school in grades 9 to 12, inclusive:
|
Course Point Range |
Grade |
Value |
|
90.0-100 |
A |
4.0 |
|
80.0-89.99 |
B |
3.0 |
|
70.0-79.99 |
C |
2.0 |
|
60.0-69.99 |
D |
1.0 |
|
Below 60 |
F |
0.0 |
2. The grading scale prescribed by subsection 1 must be weighted as follows:
(a) For completion of an honors course with a grade of A, B, C or D, a value of 0.025 must be added to the value otherwise prescribed by subsection 1.
(b) For completion of an advanced placement course with a grade of A, B, C or D, a value of 0.050 must be added to the value otherwise prescribed by subsection 1.
(c) For completion of an international baccalaureate course with a grade of A, B, C or D, a value of 0.050 must be added to the value otherwise prescribed by subsection 1.
3. The grade point average of a pupil enrolled in grade 9, 10, 11 or 12 must be computed to the third decimal place. A grade point average that:
(a) Is less than 0.0005 must be rounded down; and
(b) Is 0.0005 or higher must be rounded up.
4. If a pupil transfers from a high school located outside this State or from a private high school located in this State and enrolls in high school at a school district or charter school in this State, the pupil’s transcript must be reviewed and a value must be assigned for each grade earned by the pupil in the other state or at the private high school as follows:
(a) If the pupil’s transcript contains a letter grade for a course, that letter grade must be assigned a numerical value in accordance with the grading scale prescribed by subsection 1.
(b) If the pupil’s transcript does not contain a letter grade for a course but contains a numerical value for a grade in the course, that numerical value must be assigned in accordance with the grading scale prescribed by subsection 1.
(c) If the pupil’s transcript contains a notation that the pupil has completed an honors course, an advanced placement course or an international baccalaureate course with a grade of A, B, C or D, the weighted value prescribed by subsection 2 must be applied for that course. If the transcript does not contain such a notation, the grading scale prescribed by subsection 1 must be applied for the course.
5. The uniform grading scale prescribed by this section applies to pupils who are enrolled in grade 9 beginning with the 2014-2015 school year, until graduation of those pupils, including, without limitation, pupils who repeat grade 9 in the 2014-2015 school year.
6. For pupils who are enrolled in grades 10, 11 and 12 for the 2014-2015 school year, a school district or charter school may, until graduation of those pupils:
(a) Apply the uniform grading scale prescribed by this section; or
(b) Continue applying the grading scale in effect for those pupils before the 2014-2015 school year.
7. The board of trustees of each school district and the governing body of each charter school may adopt a policy assigning a plus or minus to the grades set forth in subsection 1. The policy must ensure that the value assigned to each grade earned by a pupil complies with the value set forth in the grading scale prescribed by subsection 1 and, if applicable, the weighted value prescribed by subsection 2.
(Added to NAC by Bd. of Education by R012-08, eff. 6-23-2014)
NAC 389.663 Units of credit and grade point average required to receive advanced diploma. [Replaced in revision by NAC 390.430.]
NAC 389.664 Units of credit required to receive standard diploma. [Replaced in revision by NAC 390.440.]
NAC 389.666 Units applicable toward graduation. (NRS 385.080, 385.110, 389.155) Units of credit which a pupil may apply toward graduation from high school may be earned:
1. In a public or private high school located in this State.
2. In a public or private high school located outside this State if the school district approves a transfer of the units for this purpose in accordance with subsection 4 of NAC 389.6625.
3. In an institution of higher learning whose academic programs are accredited by a national accrediting organization.
4. In the Nevada Youth Training Center or the Caliente Youth Center.
5. In a course of independent study conducted in accordance with NAC 389.710 to 389.750, inclusive.
(Added to NAC by Bd. of Education, eff. 12-16-82; A by R051-98, 9-9-98; R012-08, 6-23-2014)
NAC 389.668 Credit which may be granted in fractional time units. (NRS 385.080) A high school which provides instruction in fractional time units may grant credit proportionately to the requirements for basic units of credits, but the school may not record less than one-fourth of a unit.
(Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.115)
NAC 389.670 Credit granted for performance on examination in lieu of course attendance: Board of trustees required to prescribe application and eligible courses of study; effect of pupil’s withdrawal from school; authority of State Board to review examination and minimum score required. (NRS 385.080, 385.110, 389.171)
1. The board of trustees of each school district shall prescribe an application for pupils to apply for credit for a specific course of study without having attended the regularly scheduled classes in the course pursuant to NRS 389.171. The application must include, without limitation, the:
(a) First and last name of the pupil;
(b) Identifying information for the pupil, including, without limitation, the date of birth, individual identification number, ethnicity and gender of the pupil;
(c) Grade level of the pupil;
(d) Home telephone number of the pupil;
(e) Name and identification number of the school in which the pupil is enrolled;
(f) Signature of the school counselor at the school in which the pupil is enrolled; and
(g) Name and number of the course of study for which the application is submitted.
2. The board of trustees of each school district shall prescribe the specific courses of study for which a pupil may be granted credit without having attended the regularly scheduled classes in the course pursuant to NRS 389.171, including, without limitation, Algebra I, Algebra II, geometry, trigonometry, computer literacy, English I, English II, English III, English IV, principles of science, life science, physical science, health, history of the United States, world history, government of the United States, sociology and world languages. The board of trustees of each school district shall make available to school counselors, pupils and parents of pupils a list of the courses of study prescribed pursuant to this subsection.
3. The board of trustees of each school district shall:
(a) For the purposes of paragraph (a) of subsection 1 of NRS 389.171, establish a committee of teachers and administrators to select an appropriate examination for each course of study prescribed pursuant to subsection 2. The examination must be based on the standards of content and performance prescribed for that course and the curriculum for that course adopted by the school district.
(b) For the purposes of paragraph (b) of subsection 1 of NRS 389.171, review and approve the examination developed by the principal and the pupil’s teacher who provides instruction in the course for which credit is being sought.
(c) For the purposes of paragraph (c) of subsection 1 of NRS 389.171, review and approve the examination which the principal determines to be as rigorous or more rigorous than the examination selected pursuant to paragraph (a).
(d) Prescribe a minimum score of not less than 70 which a pupil must achieve on an examination approved pursuant to paragraph (a), (b) or (c) of subsection 1 of NRS 389.171 to receive credit without having attended the regularly scheduled classes in the course. The minimum score must be established using objective criteria to ensure that a pupil demonstrates his or her proficiency to meet the objectives of the course.
4. If a pupil who is deficient in a particular area or areas of a course of study wishes to receive credit for the course of study pursuant to paragraph (b) of subsection 1 of NRS 389.171, the pupil must submit the application prescribed by the board of trustees of the school district pursuant to subsection 1:
(a) Except as otherwise provided in paragraph (b), before the beginning of the school year immediately succeeding the school year in which the pupil was enrolled in the course.
(b) Within 1 school year after the end of the course if the application includes evidence of the pupil’s completion during that year of not less than 20 hours of remedial study in the area or areas of the course in which the pupil is deficient.
5. A pupil who withdraws from a school during the school year and does not reenroll in the school from which he or she withdrew or who does not enroll in another school in this State before the end of the current semester or trimester, as applicable, is not eligible to receive credit for a course of study pursuant to NRS 389.171.
6. The State Board of Education may review:
(a) Any examination for which a pupil may receive credit for a course of study without having attended the regularly scheduled classes in the course pursuant to NRS 389.171; and
(b) The minimum score required on any such examination.
(Added to NAC by Bd. of Education, eff. 12-16-82; A by R134-07, 6-17-2008; R024-09, 10-27-2009; R041-11, 12-30-2011; R063-14, 10-24-2014)
NAC 389.672 Academic credit for a course of study in career and technical education: Limitations and prerequisites. (NRS 385.080, 385.110, 388.360)
1. A board of trustees may allow a pupil to earn, towards the units necessary for graduation from high school, two units of the credit required in English, one unit required in mathematics, one unit required in science and one-half unit required in health if he or she is enrolled in a course of study in career and technical education approved pursuant to this section within one of the program areas set forth in subsection 1 of NAC 389.803 and that course includes, as part of its curriculum, the curriculum of the required course.
2. The superintendent of the school district shall appoint a committee composed of one person certified to teach in the course of study in career and technical education and one person certified to teach in the academic area in which the credit may be earned. The committee must verify to the board of trustees that the curriculum for the course of study in career and technical education includes the curriculum of the required course of study for which a pupil may earn credit.
3. After verification has been received by the board of trustees, the written curriculum and title of the course of study in career and technical education and a statement of the academic credit to be granted must be submitted to the State Board of Education for approval. Academic credit may be granted for the course of study in career and technical education or a combination of courses only after the State Board of Education has given its approval.
4. The Superintendent of Public Instruction may give approval for the granting of academic credit to a board of trustees requesting to use a curriculum for a course of study in career and technical education that has been approved by the State Board of Education for another school district if:
(a) The procedures set forth in subsection 2 were followed by the requesting district; and
(b) The board of trustees provides assurances that it will not deviate from the curriculum that has been approved by the State Board of Education.
5. A pupil who earns academic credit pursuant to this section must be notified that the approval for academic credit is designed to meet the requirements for graduation from high school and may not necessarily be accepted for academic credit by a specific postsecondary institution. A copy of the notification given to the pupil must accompany the other materials to be submitted to the State Board of Education for final approval.
6. A minimum number of credits must be earned in the respective academic areas, as follows:
(a) At least two credits must be earned in the academic mathematics department;
(b) At least one credit must be earned in the academic science department; and
(c) At least two credits must be earned in the academic English department.
(Added to NAC by Bd. of Education, eff. 5-4-87; A by Bd. for Occupational Education, 3-27-92; 11-17-95; A by Bd. of Education by R069-97, 12-10-97, eff. 9-1-99; R155-01, 12-17-2001; R195-01, 4-1-2002; R165-03, R166-03, R184-03 & R185-03, 1-22-2004; R236-03, 3-19-2004; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R132-10, 12-16-2010; A by R087-12, 11-1-2012)
NAC 389.673 Academic credit for courses of study in career and technical education: Periodic review and approval of each course. (NRS 385.080, 385.110, 388.360)
1. The superintendent of each school district which is authorized by the State Board of Education to grant academic credit for a course of study in career and technical education pursuant to NAC 389.672 shall, at least once every 3 years, appoint a committee to review that course of study. The committee must consist of one person who is certified to teach in the course of study in career and technical education and one person who is certified to teach in the academic area in which the credit may be earned.
2. After the committee has reviewed the course of study in career and technical education, it shall submit a written report of its review to the board of trustees of the school district. The report must include a statement signed by the members of the committee that the curriculum for the course of study in career and technical education includes the curriculum of the required course of study.
3. The board of trustees shall submit to the State Board of Education, for its approval, the written curriculum and title of the course of study in career and technical education and a statement of the academic credit it proposes to grant.
4. Academic credit may be granted for the course of study in career and technical education or combination of courses only after the State Board of Education has given its approval.
(Added to NAC by Bd. of Education by R069-97, 12-10-97, eff. 9-1-99; A by R087-12, 11-1-2012)
NAC 389.674 Credit for equivalent experience outside campus or program. (NRS 385.080, 385.110)
1. A school district may, under suitable criteria, allow credit toward graduation from high school for a pupil’s experiences outside the high school campus if those experiences are equivalent in kind and amount to the educational experiences being offered in the high school.
2. A school district may, under suitable criteria, allow credit toward completion of an adult high school program for a pupil’s experiences outside the adult high school program if those experiences are equivalent in kind and amount to the educational experiences being offered in the adult high school program.
(Added to NAC by Bd. of Education, eff. 12-16-82; A by R134-07, 6-17-2008)
NAC 389.676 Credit for sectarian religious courses not allowed. (NRS 385.080, 385.110) Credit for sectarian religious courses may not be applied to fulfill requirements for graduation from high school.
(Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.130)
NAC 389.678 Summer school units applicable toward graduation. (NRS 385.080, 385.110, 389.160)
1. Summer school units of credit to be applied toward graduation from high school may consist only of units earned through a summer school conducted by a public or private high school or an accredited institution of higher learning.
2. Such units must be earned in courses which are equivalent to the courses offered in the programs of the high school.
(Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.135)
NAC 389.680 Credit for correspondence courses. (NRS 385.080, 385.114, 389.160)
1. A school district may, in accordance with policies developed by the board of trustees of the school district, grant a pupil credit toward graduation from high school or toward completion of an adult high school program for his or her successful completion of a correspondence course if:
(a) The course is provided by a secondary educational institution which is approved by the State Board of Education; and
(b) The course is equivalent to a course offered in a regular program in the school district or a course offered in an adult high school program in the school district, as applicable.
2. A school district shall, in accordance with policies developed by the board of trustees of the school district, grant a pupil credit toward graduation from high school or toward completion of an adult high school program, as applicable, for his or her successful completion of a correspondence course if:
(a) The course is provided and credit was issued by a secondary educational institution which is accredited by:
(1) The Middle States Association of Colleges and Schools;
(2) The New England Association of Schools and Colleges;
(3) The North Central Association of Colleges and Schools;
(4) AdvancED or its successor organization, or any affiliate thereof;
(5) The Southern Association of Colleges and Schools; or
(6) The Western Association of Schools and Colleges; and
(b) The course is equivalent to a course offered in a regular program in the school district or a course offered in an adult high school program in the school district, as applicable.
(Added to NAC by Bd. of Education, eff. 12-16-82; A by R088-05, 10-31-2005; R134-07, 6-17-2008; R024-18, 6-26-2018)
NAC 389.682 Requirements for graduation for pupils transferring to Nevada high school. [Replaced in revision by NAC 390.450.]
NAC 389.684 Schools prohibited from reducing or reevaluating credits transferred from another school. (NRS 385.080, 385.110) A school shall not reduce or reevaluate a pupil’s credit which has been officially transferred from another public or private school or from the Nevada Youth Training Center or the Caliente Youth Center.
(Added to NAC by Bd. of Education, eff. 12-16-82)
NAC 389.686 Exemptions for certain high schools from requirements for graduation. [Replaced in revision by NAC 390.460.]
NAC 389.688 Requirements for adult standard diploma. [Replaced in revision by NAC 390.470.]
NAC 389.690 Credit received through adult high school program applicable toward adult standard diploma. [Replaced in revision by NAC 390.480.]
NAC 389.692 Other credits applicable toward adult standard diploma. [Replaced in revision by NAC 390.490.]
NAC 389.694 Waiver of credits for adult standard diploma; scores required on high school equivalency assessment for waiver. [Replaced in revision by NAC 390.500.]
NAC 389.695 Attendance at adult high school program for test preparation. [Replaced in revision by NAC 390.510.]
NAC 389.696 Individualized program of education for pupil with disability. [Replaced in revision by NAC 388.2855 and 390.530.]
NAC 389.698 Adjusted diploma for pupil with disability. [Replaced in revision by NAC 390.520.]
Miscellaneous Provisions
NAC 389.700 Transcript of high school record. (NRS 385.080)
1. In preparing a transcript of a pupil’s high school record of courses, credits and grades, the school district shall use:
(a) The form of transcript prescribed by the Superintendent of Public Instruction; or
(b) An alternative form approved by the Superintendent.
2. In lieu of issuing the original transcript of a pupil’s record, a school district may issue a photostatic copy if it is certified by the principal of the school to be a true, or official, copy of the original.
3. Each school district shall provide on all its permanent records and transcripts an explanation of the system of symbols which it uses for grading.
(Added to NAC by Bd. of Education, eff. 12-16-82)—(Substituted in revision for NAC 389.185)
Program of Independent Study
NAC 389.710 “Independent study” defined. (NRS 385.080, 389.155) As used in NAC 389.710 to 389.750, inclusive, unless the context otherwise requires, “independent study” means the method by which a pupil may complete a required or elective course outside of the normal classroom setting that is consistent with the course of study prescribed by the State Board.
(Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R134-07, 6-17-2008)
NAC 389.720 Plan to operate program; approval or denial of plan; written policy; system of recordkeeping. (NRS 385.080, 389.155)
1. The board of trustees of a school district may submit to the Department of Education, in the form prescribed by the Department, a plan to operate a program of independent study. The program of independent study must contain the information prescribed in subsection 3 and must be offered as part of:
(a) An adult high school program;
(b) An alternative program for the education of pupils at risk of dropping out of school;
(c) A program of distance education; or
(d) Any other educational program offered by the school district.
2. The Superintendent of Public Instruction shall review each plan to operate a program of independent study submitted to the Department of Education and approve or deny the plan. If the plan is denied by the Superintendent, the school district may appeal the decision of the Superintendent to the State Board of Education. The State Board may approve or deny the plan for a program of independent study upon appeal.
3. The board of trustees of a school district which provides for independent study shall:
(a) Develop a written policy for independent study, which must include, without limitation, the process by which a pupil may appeal a decision by the board of trustees which denies the pupil from enrolling in a course of independent study.
(b) Establish a system of recordkeeping for each pupil enrolled in a course of independent study. For each course that a pupil participates in, the record must include, without limitation:
(1) A copy of the written agreement required pursuant to NAC 389.750;
(2) A record of all communication between the pupil and the teacher;
(3) A record of the assignments that the pupil has completed; and
(4) A copy of the record which indicates the final grade and the number of units of credit earned by the pupil.
(Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R134-07, 6-17-2008)
NAC 389.730 Courses allowed; courses outside school district. (NRS 385.080, 389.155)
1. A pupil who is enrolled in school or in an alternative program pursuant to NRS 388.537, an adult high school program approved pursuant to NAC 387.190 or a program of distance education established by a school district may complete any required or elective course by independent study if the board of trustees of the school district in which the pupil is enrolled provides for independent study in accordance with NAC 389.710 to 389.750, inclusive.
2. A course of independent study may be taken at a location outside of the school district in which the pupil is enrolled upon the written approval of the board of trustees of the school district in which the pupil is enrolled.
(Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R218-99, 5-4-2000; R134-07, 6-17-2008)
NAC 389.740 Licensing of instructors; supervision required for certain courses. (NRS 385.080, 389.155)
1. The instructor of record for a course of independent study must be a person who is licensed to teach in this State.
2. If the board of trustees of a school district that provides for independent study determines that an activity which is part of the course of independent study constitutes a risk to the health or safety of a pupil who is enrolled in the course, the course must be supervised by a person who has been approved by the board of trustees.
(Added to NAC by Bd. of Education by R051-98, eff. 9-9-98)
NAC 389.750 Written agreement with pupil. (NRS 385.080, 389.155)
1. A pupil shall enter into a written agreement with the teacher of the course of independent study or the board of trustees of the school district or its designee before the pupil may begin a course or program of independent study. A pupil may enter into a written agreement if the pupil participates in:
(a) An adult high school program;
(b) An alternative program;
(c) A program of distance education; or
(d) Any other educational program offered by the school district.
2. Such an agreement must include, without limitation:
(a) The objectives of the course or program.
(b) A timeline for the completion of the assigned course work.
(c) A schedule of the communications between the pupil and the teacher that satisfies the requirements of subparagraph (2) of paragraph (a) of subsection 2 of NRS 389.155.
(d) The method by which the teacher will assess the learning of the pupil.
(e) If a pupil is under 18 years of age, the written approval of a parent or guardian of the pupil to participate in the course of independent study.
(Added to NAC by Bd. of Education by R051-98, eff. 9-9-98; A by R218-99, 5-4-2000; R134-07, 6-17-2008)
Program of Career and Technical Education
NAC 389.800 General requirements for program. (NRS 385.080, 385.114, 388.360, 388.380)
1. Courses of study in career and technical education offered by the board of trustees of a school district in a program area for a program of career and technical education set forth in subsection 1 of NAC 389.803 must:
(a) Be based upon state standards and a written curriculum that has been developed in collaboration with representatives of the industry being studied to measure the competency of the pupil and which includes:
(1) The current skills and levels of performance necessary to perform the duties and tasks involved in being employed in the career field being taught or to support advancement in education and job training in a related career.
(2) Instruction which reinforces academic skills of reading, writing, speaking, listening, mathematics, science and using technology.
(b) Be designed to:
(1) Allow the pupil to pursue postsecondary academic options, career training or a recognized industry credential.
(2) Include pupils with disabilities.
(c) Provide the pupil with reasonable access to standard equipment used in the industry the pupil is studying.
(d) Include instruction in employability skills for career readiness prescribed for the course of study in NAC 389.555 and measure the proficiency of the pupil in the standards prescribed for that course of study through an assessment that measures proficiency in employability skills prescribed by the Department of Education.
(e) Require a pupil who completes the final course of instruction for a particular course of study in career and technical education to take an end-of-program assessment prescribed by the Department of Education which measures the proficiency of the pupil in the course of study, if such an examination is available.
2. The teacher of a course of study in career and technical education shall:
(a) Possess a valid endorsement to his or her license for each industry in which he or she teaches a course of study.
(b) Use resources, materials and techniques which do not discriminate among pupils.
(c) Evaluate the pupil’s achievement of the required goals in the course of study.
3. Each pupil enrolled in a course of study in career and technical education:
(a) Must be given the opportunity to participate in career and technical student organizations that are:
(1) Affiliated with state and national organizations;
(2) Associated with the industry the pupil is studying; and
(3) An integral part of the instructional program.
(b) Upon completion of the program, should be qualified to enter a higher level of training or to enroll in a program of postsecondary education without the necessity of repeating previously learned skills.
4. Each pupil who completes a course of study in career and technical education must be awarded a certificate which states that he or she has attained specific skills in the industry being studied if the pupil:
(a) Maintained at least a 3.0 grade point average, based on a 4.0 grading scale, for all units of credit applicable toward the course of study in career and technical education;
(b) Passed the assessment that measures proficiency in employability skills prescribed by the Department of Education pursuant to paragraph (d) of subsection 1; and
(c) Passed the end-of-program assessment prescribed by the Department of Education pursuant to paragraph (e) of subsection 1, if applicable.
5. Each school district shall submit to the Department of Education an annual report that lists the number of pupils to whom a certificate has been awarded pursuant to subsection 4.
6. The superintendent of each school district that establishes a program of career and technical education:
(a) Shall maintain a current and comprehensive inventory of all capital equipment, if any, maintained for each course offered in career and technical education;
(b) Shall establish a list of equipment that is comparable to that used in the related career fields in which a course of study is offered;
(c) Shall not allow the use in career and technical education of equipment or facilities which do not meet the generally applicable safety requirements, including those adopted to ensure occupational safety and health for that career field; and
(d) Shall adopt a written statement of philosophy for the program of career and technical education, which must include, without limitation, stated goals that such instruction will align to state standards and support advancement in education and job training in a related career.
7. The teacher of a course of study in career and technical education shall cooperate with the guidance counselor of each school to assist pupils to enroll in an appropriate course of study. The guidance counselor shall assist the pupil to achieve:
(a) An awareness of the opportunities for the development of technical and employability skills required in the various industries.
(b) An exploration of the pupil’s abilities with his or her career interest.
(c) Completion of the course of study in career and technical education.
(d) Opportunities for continued career development, education and training.
8. The Department of Education shall request surveys to be taken of each pupil who has completed a course of study in career and technical education to determine the effectiveness of the program.
9. The State Board of Education will request the Superintendent of Public Instruction to present annually to the State Board the list of industry-recognized credentials identified by the Executive Director of the Office of Workforce Innovation pursuant to NRS 223.820 and to require school districts to report the number of pupils who earn each of those credentials.
(Added to NAC by Bd. for Occupational Education, 1-26-90, eff. 9-1-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006; A by Bd. of Education by R001-12, 5-30-2012; R061-12, 9-14-2012; R087-12, 11-1-2012; A by Bd. for Career & Tech. Educ. by R154-13, 6-23-2014; A by Bd. of Education by R075-17, 2-27-2018)
NAC 389.803 Program areas. (NRS 385.080, 385.114, 388.360)
1. The board of trustees of a school district may offer any of the following program areas for a program of career and technical education in a public high school, middle school or junior high school:
(a) Agriculture and natural resources, which may include the following courses of study:
(1) Agricultural business systems.
(2) Agricultural leadership, communication and policy.
(3) Agricultural mechanics technology.
(4) Animal science.
(5) Biotechnology.
(6) Environmental management.
(7) Floriculture design and management.
(8) Food science technology.
(9) Landscape design and management.
(10) Natural resources and wildlife management.
(11) Ornamental horticulture greenhouse management.
(12) Veterinary science.
(b) Business and marketing education, which may include the following courses of study:
(1) Accounting and finance.
(2) Administrative services.
(3) Business management.
(4) Entrepreneurship.
(5) Marketing.
(6) Sports and entertainment marketing.
(c) Education, hospitality and human services, which may include the following courses of study:
(1) Baking and pastry.
(2) Cosmetology.
(3) Culinary arts.
(4) Early childhood education.
(5) Family and consumer sciences.
(6) Foods and nutrition.
(7) Hospitality and tourism.
(8) Human development.
(9) Teaching and training.
(d) Health science and public safety, which may include the following courses of study:
(1) Biomedical.
(2) Community health science.
(3) Criminal justice.
(4) Dental science.
(5) Emergency medical technician.
(6) Emergency telecommunications.
(7) Fire science.
(8) Forensic science.
(9) Health information management.
(10) Law enforcement.
(11) Medical assisting.
(12) Military science.
(13) Nursing assistant.
(14) Pharmacy practice.
(15) Respiratory science.
(16) Sports medicine.
(e) Information and media technologies, which may include the following courses of study:
(1) Animation.
(2) Computer science.
(3) Cybersecurity.
(4) Digital game development.
(5) Fashion, textiles and design.
(6) Graphic design.
(7) Information technology for networking.
(8) Information technology for service and support.
(9) Interior design.
(10) Photography.
(11) Radio production.
(12) Theatre technology.
(13) Video production.
(14) Web design and development.
(f) Skilled and technical sciences, which may include the following courses of study:
(1) Aerospace engineering.
(2) Architectural and civil engineering.
(3) Architectural design.
(4) Automation technology.
(5) Automotive service technician.
(6) Automotive technology.
(7) Aviation maintenance technician.
(8) Aviation technology.
(9) Collision repair technology.
(10) Construction technology.
(11) Diesel technology.
(12) Drafting and design.
(13) Electrical engineering.
(14) Electronic technology.
(15) Energy technologies.
(16) Environmental engineering.
(17) Furniture and cabinetmaking.
(18) Manufacturing technologies.
(19) Mechanical engineering.
(20) Mechanical technology.
(21) Metalworking.
(22) Welding technology.
2. If the board of trustees of a school district offers a program area set forth in subsection 1, the courses of study which the board of trustees offers within that program area must comply with the standards of program content and performance established by the State Board of Education for that course of study if the State Board has established such standards. A copy of any standards of content and performance that the State Board has established for those courses of study are available on the website maintained by the Department of Education at the Internet address http://www.doe.nv.gov/CTE/.
(Added to NAC by Bd. of Education by R087-12, eff. 11-1-2012; A by R081-14, 10-24-2014; R066-15, 12-21-2015; R075-17, 2-27-2018)
NAC 389.805 Duties of Department of Education and school district. (NRS 385.080, 388.360)
1. The Department of Education shall develop and administer a career and technical education reporting system which provides information regarding the enrollment in, completion of and staffing of career and technical education courses. The Department of Education shall provide guidance and technical assistance to each school district concerning participation in the system.
2. Each school district shall participate in the system by:
(a) Maintaining records of such information as the Department of Education requires; and
(b) Providing the Department with the records maintained pursuant to paragraph (a) at a time and in a manner approved by the Department.
(Added to NAC by Bd. of Education, eff. 10-8-93; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)
NAC 389.810 Establishment and duties of joint technical skills committees and career and technical education councils. (NRS 388.360)
1. If a community college located within a local school district provides career and technical instruction for a specific job for which the local school district also provides an instructional program, the superintendent of that school district shall establish a joint technical skills committee for each such program of career and technical education to review and determine annually the tasks, duties and competency levels to be taught. The committee shall assist the school district and be available to assist the community college upon request.
2. The superintendent of each local school district which is located in a county:
(a) Whose population is 35,000 or more; and
(b) In which a campus of the community college is located,
Ê may establish a career and technical education council to assist the school district and be available to assist, upon request, the community college. To the extent possible, the superintendent shall draw the membership from among the members of an advisory technical skills committee formed pursuant to NRS 388.385. Educators may serve on the council in an advisory, nonvoting capacity only. The council shall render advice on questions of policy regarding the programs of career and technical education where employment demands are being met and shall make recommendations regarding the expansion, improvement and modernization of all of the programs. The council shall also recommend methods to establish a cooperative mechanism for local businesses and industries to share with the school district the instruction, facilities and equipment necessary for the programs and to participate in the resulting efforts needed to secure employment for the pupils who complete the programs.
(Added to NAC by Bd. for Occupational Education, 1-26-90, eff. 9-1-92; A 3-30-92; A by Bd. for Career & Tech. Educ. by R172-05, 2-23-2006)
NAC 389.815 Requirements for endorsement on diploma indicating successful completion of program. (NRS 385.080, 385.110, 388.360, 388.380, 389.805)
1. To qualify for an endorsement on a high school diploma indicating that a pupil has successfully completed a course of study in a program area for a program of career and technical education set forth in subsection 1 of NAC 389.803, the pupil must:
(a) Satisfactorily complete a sequence of courses leading to a completion course prescribed by the school district or charter school in which the pupil is enrolled for the course of study selected.
(b) Satisfy the state academic requirements governing receipt of a standard high school diploma and the statutes and regulations governing the receipt of a standard high school diploma, including, without limitation, passage of all required end-of-course examinations.
(c) Satisfy the requirements for the issuance of a certificate pursuant to subsection 4 of NAC 389.800.
2. The sequence and completion courses required by paragraph (a) of subsection 1 must be approved by the Department.
3. The endorsement must be located on the front of the high school diploma in a format prescribed by the Department of Education.
(Added to NAC by Bd. for Career & Tech. Educ. by R172-05, eff. 2-23-2006; A by Bd. of Education by R087-12, 11-1-2012; A by Bd. for Career & Tech. Educ. by R154-13, 6-23-2014; A by Bd. of Education by R061-14, 12-22-2014)
NAC 389.817 Criteria for awarding grants for programs; submission of annual report concerning performance of program funded by grant; use of biennial reports to determine criteria. (NRS 385.080, 388.395)
1. The State Board of Education will award grants to school districts and charter schools for programs of career and technical education pursuant to NRS 388.395 based on the following criteria of the program of career and technical education for which the applicant wishes to obtain a grant:
(a) Career guidance.
(b) Program and instruction.
(c) Leadership development.
(d) Educational personnel.
(e) Program planning and promotion.
(f) Facilities, equipment and instructional materials and supplies.
(g) Partnerships with business, industry and the community.
(h) Systems of evaluation and accountability.
(i) Alignment with priority career pathways for secondary and postsecondary education identified by the Executive Director pursuant to paragraph (b) of subsection 4 of NRS 223.820.
(j) Industry-recognized credentials identified by the Executive Director pursuant to paragraph (d) of subsection 4 of NRS 223.820 that have been awarded to the program.
(k) Alignment with workforce training needs in this State and the State’s economic development strategies and workforce investment system that is paid for wholly or in part with public money.
2. On or before October 15 of each year, each board of trustees of a school district or governing body of a charter school that receives a grant pursuant to NRS 388.395 shall submit to the Department of Education a report concerning the performance of the program of career and technical education funded by the grant.
3. The State Board of Education will request the biennial reports compiled by the Executive Director pursuant to subsection 3 of NRS 223.820 and use the information contained in those reports when determining whether the criteria prescribed in paragraph (k) of subsection 1 are met by a program of career and technical education.
4. As used in this section, “Executive Director” means the Executive Director of the Office of Workforce Innovation.
(Added to NAC by Bd. of Education by R075-17, eff. 2-27-2018)
WORK-BASED LEARNING PROGRAMS
NAC 389.825 Contents of application to offer program; contents of report; consideration of application by State Board; approval of program; resubmission of application or report. (NRS 385.080, 389.167)
1. In addition to meeting the requirements of subsection 2 of NRS 389.167, an application by the board of trustees of a school district or the governing body of a charter school to offer a work-based learning program must include:
(a) A copy of the application that will be used by pupils to apply to participate in the program; and
(b) A statement of the manner in which the work-based learning coordinator will evaluate each business, agency or organization that wishes to offer employment and supervision of a pupil as part of the program.
2. The report prepared and submitted pursuant to subsection 7 of NRS 389.167 by the board of trustees of a school district or the governing body of a charter school that offers a work-based learning program must include:
(a) The number of pupils who earned credit toward the total number of credits required for graduation from high school by successfully completing the program;
(b) The number of pupils who participated in the program but did not earn credit toward graduation from high school; and
(c) A list of the businesses, agencies and organizations that are participating in the program on the date that the report is submitted.
3. The State Board will:
(a) Consider whether to approve or disapprove an application to offer a work-based learning program submitted pursuant to subsection 2 of NRS 389.167 or a report prepared and submitted pursuant to subsection 7 of NRS 389.167 at the next meeting of the State Board immediately following the receipt of the application or report; and
(b) Not later than 30 days after approving or disapproving an application or report, notify the board of trustees or governing body, as applicable, that submitted the application or report of the decision.
4. If the board of trustees of a school district or the governing body of a charter school is notified by the State Board that its application to offer a work-based learning program has been disapproved, the board of trustees or governing body, as applicable:
(a) May revise and resubmit the application; and
(b) Shall not offer a work-based learning program until the application is approved.
5. If the board of trustees or governing body, as applicable, is notified by the State Board that its report has not been approved, the board of trustees or governing body, as applicable, must revise and resubmit the report to the State Board not later than 6 weeks after receiving such notice.
(Added to NAC by Bd. of Education by R029-14, eff. 6-23-2014; A by R096-17, 6-26-2018)
NAC 389.826 Authorized subject matter of program; application of pupil to participate; award of credit; requirements of work site. (NRS 385.080, 389.167)
1. A work-based learning program may consist of:
(a) For pupils enrolled in kindergarten and grades 1 to 9, inclusive, career exploration activities, including participation in career fairs, company tours and events with guest speakers;
(b) For pupils enrolled in grades 9 to 12, inclusive, career preparation activities, including job shadowing for not more than 3 days, school-based enterprises and supervised agricultural experiences; and
(c) For pupils enrolled in grades 11 and 12, career training activities, including internships, apprenticeships, supervised agricultural experiences and paid work experiences.
2. A pupil may apply to participate in a work-based learning program by completing and submitting to the board of trustees of the school district in which the pupil attends school or governing body of the charter school that the pupil attends the application prescribed by the board of trustees or the governing body, as applicable, and included in the application of the board of trustees or governing body to offer the work-based learning program pursuant to subsection 1 of NAC 389.825.
3. A pupil who is authorized to participate in a work-based learning program shall be deemed to be attending school for the time during which the pupil documents participation in the program.
4. The hours of credit awarded to a pupil who successfully completes a work-based learning program must equal the hours of credit awarded for successfully completing a course that requires a pupil to spend the same amount of time in class as the program requires a pupil to spend in class or serving as an employee or apprentice.
5. The site at which a pupil performs activities as part of a work-based learning program that requires the pupil to perform more than 30 hours of activities during a semester must:
(a) Be approved by the work-based learning coordinator of the program; and
(b) Provide reasonable accommodations for pupils with disabilities.
6. As used in this section:
(a) “School-based enterprise” means a business set up and run by supervised pupils learning to apply practical skills in the production of goods or services for sale or use by others.
(b) “Supervised agricultural experience” means a program through which pupils are given opportunities to apply academic and occupational skills in the agricultural workplace or a simulated agricultural workplace.
(Added to NAC by Bd. of Education by R096-17, eff. 6-26-2018)
NAC 389.827 Duties of coordinator. (NRS 385.080, 389.167) In addition to the duties prescribed by NRS 389.167, a work-based learning coordinator shall coordinate and oversee the work-based learning program, including, without limitation, by:
1. Establishing and maintaining a list of approved businesses, agencies and organizations as required by paragraph (c) of subsection 3 of NRS 389.167;
2. Ensuring that, at least once each semester, an employee of the school district or charter school visits and reviews sites at which pupils participating in the program perform activities for credit as part of the program;
3. Providing to the board of trustees of a school district or governing body of a charter school, as applicable, information necessary to prepare the report described in subsection 7 of NRS 389.167; and
4. If the work-based learning program includes apprenticeships or paid work experiences:
(a) Promoting an ongoing interaction between pupils and persons involved in industry and business to strengthen relations between the school and the community;
(b) Informing pupils, employers, parents, teachers and other school personnel of their responsibilities concerning the work-based learning program and fostering communication between all such parties;
(c) Visiting or ensuring that qualified school personnel visit each site at which a pupil is participating in an apprenticeship or employed to consult with pupils and employers, assess the progress of the pupil concerning the apprenticeship or employment concerning attitude, skills and knowledge and ensure that the pupil is receiving an appropriately comprehensive experience;
(d) If the work-based learning coordinator is supervising a pupil who is employed or serving as an apprentice in a field in which the coordinator does not hold an endorsement, meeting not less than two times during the semester with the teacher of record for the program of study to ensure that the instruction provided to the pupil supports the needs of the pupil and his or her employer;
(e) Retaining for not less than 1 year after the pupil completes or otherwise stops participating in the work-based learning program any evaluation of the performance of the pupil and documentation of the hours worked and wages earned by the pupil in the program;
(f) Coordinating, in collaboration with the teacher of the program of study, the apprenticeship or employment with the program of study and the career interests of the pupil;
(g) Maintaining knowledge of applicable federal and state labor law;
(h) Maintaining a copy of the evidence of insurance provided by the employer of a pupil pursuant to subsection 6 of NAC 389.566; and
(i) Assigning a teacher of record to evaluate the performance of a pupil in an apprenticeship or paid work experience. The work-based learning coordinator may serve as a teacher of record if he or she holds a valid teaching license.
(Added to NAC by Bd. of Education by R096-17, eff. 6-26-2018)
COMPETENCY-BASED EDUCATION
NAC 389.829 Requirements for participation in pilot program; submission and review of applications; selection of schools. (NRS 385.080, 389.210)
1. To participate in the pilot program to provide competency-based education established pursuant to NRS 389.210, a school must meet the qualifications and conditions prescribed in subsection 2 of that section.
2. The board of trustees of a school district or the governing body of a charter school that wishes to participate in the pilot program to provide competency-based education must submit an application to the Department on a form that has been prescribed by the Department and made available on the Internet website maintained by the Department.
3. The Department shall review each application submitted pursuant to subsection 2 and select the schools to participate in the pilot program to provide competency-based education.
(Added to NAC by Bd. of Education by R101-17, eff. 6-26-2018)
COLLEGE READINESS
NAC 389.830 “College readiness” defined. (NRS 385.080) As used in NAC 389.830 to 389.845, inclusive, “college readiness” means the demonstrated proficiency of a pupil who graduates from high school in this State to participate and succeed in an academic program which results in the completion of a degree from a postsecondary educational institution.
(Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)
NAC 389.835 Standards for college readiness. (NRS 385.080, 385.114) A pupil enrolled in a 4-year course work program in a high school in this State completes the standards for college readiness if the pupil:
1. Successfully completes the courses required for an advanced diploma pursuant to NAC 390.430; and
2. Successfully completes at least 2 years of course work in one world language or demonstrates proficiency to speak at least two languages.
(Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010; A by R063-14, 10-24-2014)
NAC 389.840 Indications of college readiness. (NRS 385.080) The successful completion by a pupil of the standards for college readiness set forth in NAC 389.835 is a strong indication:
1. That the pupil is ready to participate successfully as a freshman who is enrolled in a postsecondary educational institution as a full-time student.
2. That the pupil has:
(a) Attained high academic achievement in the subject areas required for an advanced diploma pursuant to NAC 390.430;
(b) Cognitive skills, including, without limitation, logical reasoning skills and linguistic expression skills, that are developed through achievement in the subject areas required for an advanced diploma pursuant to NAC 390.430;
(c) Ancillary academic skills relating to study habits and self-direction;
(d) An awareness of the expectations for behavior in an academic environment; and
(e) Adequate test scores based upon the benchmark test scores established by the Board of Regents of the University of Nevada that should enable a pupil to avoid being placed in remedial classes as a postsecondary student.
(Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)
NAC 389.845 Scope of college readiness. (NRS 385.080) The standards for college readiness set forth in NAC 389.835 must be construed as prescribing the minimum level of academic attainment for the purposes of college readiness and must not be construed as:
1. Recommending that a pupil enroll in the minimum courses of study to demonstrate college readiness as set forth in NAC 389.835; or
2. Prescribing the standards for admission to an institution within the Nevada System of Higher Education or any other postsecondary educational institution.
(Added to NAC by Bd. of Education by R041-10, eff. 6-30-2010)
VETERANS
NAC 389.850 Issuance of standard high school diploma to certain veterans who left high school to serve in Armed Forces. [Replaced in revision by NAC 390.540.]
SELECTION AND USE OF TEXTBOOKS AND ELECTRONIC MEDIA
NAC 389.852 “Electronic media” defined. (NRS 385.080, 389.850) As used in NAC 389.852 to 389.868, inclusive, unless the context otherwise requires, “electronic media” means any electronic medium that is used as the primary basis of instruction pursuant to which information is conveyed to a pupil or that otherwise contributes to the learning process, including, without limitation:
1. Computers, whether stationary or portable, and the hardware and software necessary for the operation of those computers;
2. Interactive videodiscs or other optical discs;
3. Magnetic media, including, without limitation, computer discs, audiotape and videotape; and
4. Services pursuant to which a subscriber may access the Internet or use an electronic mail address, or both.
(Added to NAC by Bd. of Education by R026-01, eff. 11-1-2001)—(Substituted in revision for NAC 390.005)
NAC 389.854 Committees to evaluate and recommend textbooks and electronic media: Appointment; membership. (NRS 385.080, 389.850) The superintendent of a school district must appoint a committee to evaluate and recommend textbooks and electronic media to be used in public schools before the district may forward any such recommendations to the State Board of Education for adoption. The committee must consist of:
1. A teacher or teachers who are licensed to teach:
(a) The subject areas of the textbooks or electronic media being considered if the textbooks or electronic media are for use in secondary grades; or
(b) Elementary education if the textbooks or electronic media being considered are for use in elementary grades;
2. An administrator or a specialist in curriculum who is employed by the school district;
3. A parent of a pupil who is enrolled in the school district; and
4. Any other member or members the superintendent deems necessary to serve on the committee.
(Added to NAC by Bd. of Education, eff. 4-1-92; A by R026-01, 11-1-2001)—(Substituted in revision for NAC 390.010)
NAC 389.856 Committee evaluation of textbooks. A committee established pursuant to NAC 389.854 shall review textbooks and submit to the Department of Education in the form prescribed by the Department an evaluation of any textbooks being recommended for adoption. The evaluation must include:
1. A comparison of the textbook with the courses of study offered in this State and the goals and objectives of the school district that the committee is representing.
2. A summary of the organization and presentation of material in the textbook.
3. A statement of the quality of production of the textbook, including the cover, binding and print.
4. An analysis of the accuracy of the information contained in the textbook.
5. A statement of the appropriateness of any materials of support or references provided with the textbook.
6. An analysis of the ability of the textbook to stimulate interest in pupils.
7. A reasonable assurance that the textbook complies with the requirements of subsection 2 of NRS 389.850.
8. A list of the times and locations that parents of pupils enrolled in the district and other members of the community were afforded an opportunity to review the textbook and to submit written comments to the committee before the final recommendations were made.
(Added to NAC by Bd. of Education, eff. 4-1-92)—(Substituted in revision for NAC 390.020)
NAC 389.858 Electronic media: Notification to use; committee evaluation. (NRS 385.080, 389.850)
1. A school district shall notify the Department of Education of its intent to use electronic media as the primary basis of instruction.
2. In addition to the duties set forth in NAC 389.856, a committee established pursuant to NAC 389.854 shall review electronic media and submit to the Department of Education in the form prescribed by the Department an evaluation of any electronic media being selected for use as the primary basis of instruction. The evaluation must include:
(a) A comparison of the electronic media with the courses of study offered in this State and the goals and objectives of the school district that the committee is representing.
(b) A summary of the organization and presentation of the information contained in the electronic media.
(c) A statement of the quality of production of the electronic media.
(d) An analysis of the accuracy of the information contained in the electronic media.
(e) A statement of the appropriateness of the information contained in the electronic media.
(f) An analysis of the ability of the electronic media to stimulate interest in pupils.
(g) A reasonable assurance that the electronic media complies with the requirements of subsection 2 of NRS 389.850.
(h) A list of the times and locations that parents of pupils enrolled in the school district and other members of the community were afforded an opportunity to review the electronic media and to submit written comments to the committee before the final recommendations were made.
(Added to NAC by Bd. of Education by R026-01, eff. 11-1-2001)—(Substituted in revision for NAC 390.025)
NAC 389.860 Opportunity for members of community to review textbooks and electronic media and submit comments. (NRS 385.080, 389.850) If a textbook or electronic media adopted by the State Board of Education has not been evaluated by a committee appointed by the superintendent of a local school district pursuant to NAC 389.854, the superintendent of that school district shall afford the parents of pupils enrolled in the district and other members of the community an opportunity to review the textbook or electronic media and submit written comments to the school district.
(Added to NAC by Bd. of Education, eff. 4-1-92; A by R026-01, 11-1-2001)—(Substituted in revision for NAC 390.030)
NAC 389.862 Recommendations for adoption of textbooks or electronic media: Effect of incorrect or inaccurate evaluation. (NRS 385.080, 389.850)
1. A recommendation for the adoption of a textbook or electronic media must be submitted to the Department of Education, in compliance with the policies of the Department, to be considered by the State Board of Education.
2. The Department of Education may delay the consideration of a recommendation for the adoption of a textbook or electronic media if it finds that any of the information required by NAC 389.856 or 389.858, as applicable, is incorrect or inaccurate.
(Added to NAC by Bd. of Education, eff. 4-1-92; A 10-8-93; R026-01, 11-1-2001; R032-13, 10-23-2013)—(Substituted in revision for NAC 390.040)
NAC 389.864 Schedule for adoption of textbooks and electronic media. (NRS 385.080, 389.850) A textbook and electronic media will be adopted for use in public schools according to the schedule for adoption prescribed by the Department of Education, unless the State Board of Education grants an exception to this requirement.
(Added to NAC by Bd. of Education, eff. 4-1-92; A by R026-01, 11-1-2001)—(Substituted in revision for NAC 390.050)
NAC 389.866 Use of textbook or electronic media on experimental basis. (NRS 385.080, 389.850) A textbook or electronic media may be used on an experimental basis by a school district for not more than 1 year before the textbook or electronic media is given a final evaluation. A request to use a textbook or electronic media in this manner must be submitted to the Department of Education in the form prescribed by the Department.
(Added to NAC by Bd. of Education, eff. 4-1-92; A by R026-01, 11-1-2001)—(Substituted in revision for NAC 390.060)
NAC 389.868 Use of revised editions of adopted textbooks or electronic media. (NRS 385.080, 389.850) A revision of an adopted textbook or electronic media may be used by a school district if the revision does not add to, subtract from or change the areas of content in the textbook or electronic media. The period during which the revised textbook or electronic media may be used is the same as the period of use for the textbook or electronic media in its original form. A school district shall notify the Department of Education of its intent to use a revised edition of an approved textbook or electronic media before purchasing the revised edition.
(Added to NAC by Bd. of Education, eff. 4-1-92; A by R026-01, 11-1-2001)—(Substituted in revision for NAC 390.070)
SELECTION OF SUPPLEMENTAL TEXTBOOKS AND RESOURCES FOR MEDIA CENTERS
NAC 389.872 Definitions. As used in NAC 389.872 to 389.880, inclusive, unless the context otherwise requires:
1. “Media center” means a centralized collection of educational resources located within the library of a public school.
2. “Supplemental textbook” means any medium or material used to reinforce or extend a basic program of instruction.
(Added to NAC by Bd. of Education, eff. 4-22-93)—(Substituted in revision for NAC 390.100)
NAC 389.874 Procedures for selection: Establishment and approval; effect of compliance.
1. The board of trustees of a local school district shall establish written procedures for the selection of supplemental textbooks and the resources to be used in a media center.
2. The initial set of written procedures required by subsection 1 must be submitted to the Superintendent of Public Instruction for his or her approval. Materials selected in accordance with written procedures that have been so approved shall be deemed to satisfy the requirements of paragraph (b) of subsection 2 of NRS 389.880.
3. Thereafter, the written procedures for selection must be submitted to the Superintendent of Public Instruction for approval at least once every 5 years, and whenever subsequent modification is proposed by the board of trustees.
(Added to NAC by Bd. of Education, eff. 4-22-93)—(Substituted in revision for NAC 390.110)
NAC 389.876 Procedures for selection: Parameters for development. In developing the written procedures, the board of trustees shall adhere to and incorporate the following parameters:
1. Employees of the school district and employees of each media center share the primary responsibility for the selection of resources to be used in the media center.
2. Teachers have the primary responsibility for the selection of supplemental textbooks.
3. The supplemental textbooks and resources for use in a media center that have been selected for use in a school are subject to the approval of the principal of that school.
4. School administrators, librarians, teachers, parents, pupils and other members of the community must be allowed to:
(a) Review the selected materials; and
(b) Request reconsideration of the selected materials pursuant to NAC 389.880.
(Added to NAC by Bd. of Education, eff. 4-22-93)—(Substituted in revision for NAC 390.120)
NAC 389.878 Procedures for selection: Contents. The written procedure for the selection of supplemental textbooks and the resources to be used in a media center must:
1. Provide for the selection of:
(a) Materials that enrich and support the school district’s philosophies and goals, taking into consideration the varied interests, abilities and maturity levels of the pupils served;
(b) Materials that encourage growth in knowledge and contribute to the development of literary, cultural and aesthetic appreciation;
(c) Informational materials that encourage and enable pupils to think independently, to develop ethical standards and to make intelligent judgments in their daily lives; and
(d) Materials that are representative of many religious, ethnic, and cultural groups and their contributions to American heritage.
2. Require:
(a) That the selector, in choosing the materials, place principle above personal opinion and reason above prejudice to form a balanced collection of materials that is appropriate for the intended users of these materials;
(b) That the materials selected reflect support for the principles of freedom of speech which are inherent in the First Amendment of the United States Constitution, and which are expressed in the Library Bill of Rights and the Freedom to Read Statement disseminated by the American Library Association;
(c) That the materials selected be in harmony with the constitutions and the laws of the United States and this State; and
(d) That the materials be selected after reference to standard sources of critical reviews, including, but not limited to, the School Library Journal, Booklist, The Elementary School Library Collection, and the Wilson series of library catalogs.
(Added to NAC by Bd. of Education, eff. 4-22-93)—(Substituted in revision for NAC 390.130)
NAC 389.880 Review and reconsideration of selection of materials that are challenged.
1. Each school district shall include in its written procedures for the selection of supplemental textbooks and the resources to be used in media centers a procedure for reviewing and reconsidering the selection of materials that are challenged. Except as otherwise provided in subsection 6, such a procedure must provide that the complainant first submit the complaint to the principal of the school for which the challenged materials have been selected. Upon receipt of such a complaint, the principal shall:
(a) Explain to the complainant the school district’s procedures and criteria for the selection of materials;
(b) Attempt to resolve the issue informally;
(c) Inform the complainant of his or her right to file with the school district a formal request for reconsideration on a form developed and distributed by the Superintendent of Public Instruction; and
(d) Forward a copy of the complaint to the superintendent of the local school district.
2. The materials so challenged may remain in use by the school until a review is completed by a committee selected by the board of trustees. The committee:
(a) Must be comprised of at least one teacher, librarian, representative of school administrators, pupil and parent;
(b) May be expanded to include other interested members of the community as members also; and
(c) May be appointed as a standing committee to serve for the school year.
3. The members of the committee shall consider the challenged material in its entirety with both the specific objections and the context of the objections in mind. They shall also consult reviews of the materials from the standard sources of reviews referenced in paragraph (d) of subsection 2 of NAC 389.878.
4. In reviewing the challenged material, the committee shall consider:
(a) The best interests of the pupils;
(b) The requirements of the curriculum; and
(c) The principles of freedom of speech and the right to a redress of grievances inherent in the First Amendment of the United States Constitution and expressed in the Library Bill of Rights and the Freedom to Read Statement as disseminated by the American Library Association.
5. The committee shall, within 30 school days after the complainant submits the request for reconsideration, render a decision and report the decision publicly.
6. If:
(a) The complaint is based upon noncompliance by a school district with its written procedures; and
(b) All administrative remedies have been exhausted at the school district level,
Ê the complainant may appeal directly to the Superintendent of Public Instruction.
(Added to NAC by Bd. of Education, eff. 4-22-93)—(Substituted in revision for NAC 390.140)