adding grade levels to charter amendment request
TRANSCRIPT
Adding Grade Levels to Charter Amendment Request
http://online.asbcs.az.gov/forms/display/14987[12/15/2014 12:07:14 PM]
Charterholder Info
Downloads
Current Grade Levels
New Grade Levels
Attachments
Adding Grade Levels to Charter Amendment Request
Charter Holder Representative
Name:Nosotros
CTDS:10-87-07-000
Mailing Address:440 North GrandeTucson, AZ 85745
View detailed info
Name:Paul Felix
Phone Number:520-624-1023
Fax Number:520-624-7999
Download all files
Current Grade Levels Served
3rd Grade4th Grade5th Grade6th Grade7th Grade8th Grade9th Grade10th Grade11th Grade12th Grade
For each grade level being added, provide the following as a representation of a program of instruction aligned to the State's approved academic standards and tomethods of instruction described in the charter. Please note that a separate upload must be prepared for each grade level and content area and be named as such.Additionally, applicants must restate the name of the file in the Brief Description box (e.g., First Grade Reading, HS Alegebra II).
For K-8Language Arts & Math: A completed curriculum sample for reading, writing, and math for each grade level being added including all attachments as outlined on therequired template and instructions.
For 9-12Language Arts & Math: A completed curriculum sample for reading, writing, and math coursework for each grade level being added including all attachments as outlinedon the required template and instructions. Each course must align with the State's graduation requirements.
Add Grade Levels
K1st2nd
Curriculum Samples
Download File — Eligibility/Exclusion Form
Effective Date08/10/2015
Adding Grade Levels to Charter Amendment Request
http://online.asbcs.az.gov/forms/display/14987[12/15/2014 12:07:14 PM]
Signature
Board Minutes — Download File
Narrative — Download File
Timeline for implementation — Download File
Additional Information*No documents were uploaded.
Charter Representative SignaturePaul Felix 10/24/2014
NOSOTROS ACADEMY BOARD MEETING MINUTES
DATE: Wednesday, June 25, 2014
LOCATION: Nosotros Academy
440 N Grande Ave
Tucson, Arizona 85745
Multi-Purpose Rm., Bldg #1
MEMBERS PRESENT: Ruben Suarez, Chair
Gene Benton
Luis Kamei
MEMBERS ABSENT: Margaret Romero
Rudy Gallego, Secretary/Treasurer
STAFF PRESENT: Paul M. Felix, Principal/ CEO
Ron Kovar, CPA
Yazmin Perez, Administrative Assistant
CALL TO ORDER: R. Suarez at 3:10PM
CALL TO AUDIENCE: NONE
MINUTES: Approval of June 11, 2014 minutes as printed
Motion: Ruben Suarez
Second: Gene Benton
Passed 3-0
ACTION ITEMS: A. Approval of the proposed budget for
FY 2015-presented by Ron Kovar.
Mr. Kovar briefly discussed the 2015 budget
proposal and explained that no changes were made
from his June 11th budget worksheets and notes.
Catering food for the lunch program might be a
great option. No decision has been made on a
vendor or to keep it in-house.
Motion: G. Benton
Second: R. Suarez
Passed 3-0
B. K-2 Amendment Update- Extensive
discussion.
The preliminary report is that the amendment will
not be approved and Mr. Felix recommends
withdrawing the request for 2014-2015. Mr. Felix
suggests keeping the K-2 pilot this upcoming
school year 2014-2015. Mr. Felix also suggests
delaying capital expenditures to limit losses. Mr.
Kamei agrees we should keep K-2 as a pilot
program and reapply for 2015-2016.
Motion to continue K-2 pilot on a private
tuition basis and to reapply for 2015-2016.
Motion: R. Suarez
Second G. Benton
Passed: 3-0
C. Nominations for the Nosotros Academy
Board of Governors- Suarez
Mr. Suarez recommends expanding board to seven
members. He suggests that the CEO/ principal be a
nominee plus one other staff member. Ms.
Romero agrees with the expansion of the board.
Via phone call Ms. Romero nominated Lupe
Romero as one of the board members. Via phone
call Mr. Gallego agrees with the expansion but
would like the matter tabled to next meeting. Mr.
Gallego would nominate Mr. Felix and Mrs.
Romero as board members. Mr. Benton suggests
that a parent serve on the board. Mr. Felix will
approach Ms. Romero to see if she has an interest
in being the second nominee.
Motion to table until next meeting:
Motion: L. Kamei
Second: G. Benton
Passed: 3-0 o
NEW BUSINESS: NONE
OLD BUSINESS: UA SIP Institute
SIP representative Dave Singer will lead a Covey
Leadership Training July 25th
, board members are
invited. Mr. Felix informs board that he will
explore consulting services from West Ed.
EXECUTIVE SESSION: NONE
ADJOURNMENT: R. Suarez - 4:40pm
Next meeting: August 1, 2014
NOSOTROS ACADEMY
GRADE LEVEL EXPANSION AMENDMENT REQUEST - NARRATIVE
Nosotros Academy
440 N. Grande Ave.
Tucson, Arizona 85745
Email: [email protected]
Website: www.nosotrosacademy.com
Arizona State Board for Charter Schools
Charter Grade Level Amendment Request
October 24th, 2014
Having met the Arizona State Board for Charter Schools’ requirements of receiving an overall rating of Meets or Exceeds on our most recent and prior Academic Dashboards, Nosotros Inc. respectfully submits our application to amend our charter to add primary school grades of Kindergarten, First, and Second. Rationale The Nosotros business plan, since 2007, has been to become a K-12 facility. The need to add
primary grades was born out of concerns of neighborhood families who would be affected by
the closures of nearby Tucson Unified School District elementary schools. In the Fall of 2013,
the concerns became a reality with the closure of Menlo Elementary, Brichta Elementary, and
other nearby schools.
Currently in grades 3-5 we have additional capacity, as well as having a waiting list for grades 6-
8. By adding grades K-2, we will be better able to establish a strong academic focus with these
students by providing them a standards-based, articulated curriculum as they move from one
grade level to another. As well, our faculty will have the opportunity to build positive, caring
relationships with these students and parents; as they have done repeatedly with students and
parents in grades 3-12.
Most important, data shows that students who stay with us longer have higher achievement
and make faster progress recovering from past gaps. Essentially our data shows that the earlier
we are able to enroll students, the fewer academic problems they experience in later grades.
Mission, Philosophy and methods of instruction
The addition of grades K-2 is aligned with Nosotros Academy mission and philosophy by
giving us the opportunity to strengthen community to keep families together and to
meet academic challenges at an earlier age.
Nosotros Academy’s Mission Statement: Nosotros Academy dedicates itself to bringing
a quality alternative education to at-risk students that will promote empowerment of
the student, engagement of the family, and community building through mutual
commitment to academic success by providing individualized services in a safe, user-
friendly atmosphere that meet the needs of students so they can excel as members of
the greater community.
Nosotros Academy understands and provides for the unique needs of at risk students
such as credit recovery, small class size, and caring teachers, so the students may
transition from at risk to college bound.
Nosotros Academy’s Vision Statement: Nosotros Academy believes all students have
the right to discover, set and realize high academic, post-secondary, professional and
personal goals.
Nosotros Academy’s Philosophy is and always has been: All Students can meet high
standards and expectations when immersed in a small, positive and supportive
educational environment. The Nosotros curriculum is based on individual skill mastery.
Students are not simply passed along – students do not move forward until they have
mastered the current unit. Our highly individualized and predominantly self-paced
curriculum facilitates this goal. Students receive one-on-one instruction from highly
qualified teachers and teacher assistants to assess understanding. Students who master
the material quickly are able to move forward to the next unit.
Method of Instruction
The overarching method of instruction has an emphasis on differentiation and individualized
learning. Nosotros Academy (9-12) is a method blend of individualized instruction with the
curriculum customized for the students’ math and reading level. The K-8 program offers a blend
of teacher-lead instruction, demonstrations, practical exercise and independent work; all rich in
hands-on, collaborative and explorative activities.
The foundations of higher order thinking are developed through student-centered mathematics
and reading instruction. Our goal is to create an effective classroom environment, offering an
articulated curriculum that is aligned to the AZ College and Career Ready Standards.
Levels of Proficiency
In order for a student to be promoted to the next grade level the student must demonstrate
sufficient knowledge of the three basic subjects: Reading, Writing, and Mathematics. In reading
and writing, students must be at an Intermediate Level according to the (Common Core
Language Proficiency Skill, see attached matrices). At the very minimum the student must
demonstrate grade appropriate academic mathematics, participate in discussions, respond to
stories, and provide simple sentences with correct writing conventions. The student must also
demonstrate the ability to distinguish between types of literature, make generalizations and
indicate grade appropriate comprehension of understanding oral directions.
In mathematics, students should be at Development Level III, as indicated by the attached
matrices. These students should possess the ability to use pictures and verbal explanations to
experiment and manipulate numbers. Students who are in 2nd grade should also be able to
include written responses. Furthermore, those in K-2 will also have the ability to represent and
solve problems involving addition and subtraction fluently within a given set of values based on
their current grade.
Students that function below intermediate level will be assigned to intervention activities such
as one-on-one tutoring, after school services and/or our academic summer school.
Staffing
Because of high demand, Nosotros Inc. and El Rio Preschool and Daycare have developed a
private, tuition free pilot program of 12, K-2 students taught by a highly qualified teacher
Timeline
Staffing and curriculum already complete
August 10th, 2015, 1st day of school
Summary
Adding grades K-2 enhances the educational environment and promotes continual
improvement on a greater scale. It provides a wider focus for educational success that benefits
students in all grade levels served. Nosotros has expanded its community outreach, engaging
more parents and community members in the educational process. Tucson’s west side is a
better place to live and educate students because of the educational commitment Nosotros Inc.
has made to the community.
We ask that our application be approved.
Sincerely,
Paul M. Felix
Principal / CEO
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 1
Beginning
Very limited understanding of English
Learns to distinguish and produce
English phonemes
Uses words, gestures, and actions
Practices repetitive social greetings
Imitates verbalizations of others to
communicate: o Basic needs o Participate in discussions and
activities
o Respond to simple directions
Expresses self using words, drawings,
gestures, and actions to:
o Sequence simple text o Answer literal questions o Make simple predictions
Hears and produces familiar sounds
Reads sight words
Uses and comprehends highly
contextualized vocabulary
Listens to text read aloud
Begins to understand concepts of print
Draws, labels, copies familiar words
Writes to name, describe, or
complete a list
Begins to use invented spelling, capital letters, participates in group editing
Identifies an intended audience
Sequences pictures to assist with
organization
Participates in group writing process
Advanced
Beginning
Uses words and/or phrases
Uses appropriate social greetings
Participates in social discussions on
familiar topics
Participates in academic discussions on familiar topics
Develops correct word order in phrases
Begins to use academic vocabulary
Expresses self using words and/or phrases
to:
o Identify characters o Identify setting o Compare and contrast
Hears and produces familiar and unfamiliar sounds
Increases sight vocabulary Uses
word-meaning strategies Reads
patterned and repetitive text
Applies concepts of print
Writes sight words and phrases
Demonstrates inconsistent use of:
o Capitals o Punctuation o Correct spelling
Identifies an intended audience
Begins to write based on a model
Brainstorms and writes rough draft
Participates in group revision
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 2
Intermediate
Uses simple sentences with inconsistent
use of syntax, tense, plurals, and
subject/verb agreement:
Recalls details in stories and expository text read aloud using cues
Participates in social discussions
Participates in academic discussions
Begins to use academic vocabulary
Selects appropriate social and academic
vocabulary for different audiences with
teacher guidance (register)
Asks questions
Expresses self using simple sentences to:
o Describe images from text o Connect text to prior knowledge
Makes generalizations based on text
Monitors for comprehension
Produces unfamiliar sounds
Decodes word patterns
Reads sight words
Reads familiar words in context
Increases vocabulary through reading
Uses text features to gain meaning
Distinguishes between:
o Fiction/non-fiction o Fact/opinion o Fantasy/reality
Follows simple written directions (e.g., color, cut, glue)
Writes simple sentences
Demonstrates increasing control of:
o Capitals o Punctuation o Correct spelling
Writes for self, family, friends, and teacher
Writes individually and in a group process
Lev
el 3
Advanced
Uses descriptive sentences with
common grammatical forms with some
errors
Participates in social discussions
Participates in academic discussions
Retells stories using descriptive
sentences
Begins to use word patterns to determine the meaning of new words
Uses appropriate social and academic vocabulary for different audiences with teacher guidance (register)
Asks questions to clarify
Expresses self using descriptive sentences
to:
o Identify theme o Recognize literary devices
Uses a variety of strategies to monitor comprehension
Recognizes phonemes within multi- syllabic words
Uses word parts to determine word meanings
Reads with increasing fluency
Independently confirms word meanings
Follows multi-step written directions
Text increases in length and complexity
Uses simple and descriptive
sentences
Begins to adjust register for different audiences
Uses grade level conventions inconsistently
Needs assistance in editing and revising
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 4
Transitional
Has met
criteria for
exiting
Transitional
Bilingual
Instructional
Program
(TBIP)
Speaks clearly and comprehensibly
using standard English grammatical
forms with occasional errors
Gives oral presentations
Uses appropriate social and academic
vocabulary for different audiences
(register)
Adjusts reading rate as appropriate
Uses academic vocabulary, uses multiple
meaning words appropriately
Follows increasingly complex written directions
Reads and comprehends grade level text
Uses academic vocabulary across
content areas
Uses standard grammar and
conventions with teacher support as
needed
Grade K Standards to Determine Proficiency
Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
Understand addition as putting together and adding to,
and understand subtraction as taking apart and taking
from.
Work with numbers 11-19 to gain foundations of plaec
value.
Describe and compare measurable attributes.
Classify objects and count the number of objects in
categories.
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Grade 1 Standards to Determine Proficiency
Represent and solve problems involving addition and
subtraction.
Understand and apply properties of operations and the
relationship between addition and subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of
operations to add and subtract.
Measure lengths indirectly and by iterating length units.
Tell and write time.
Represent and interpret data.
Reason with shapes and their attributes.
Grade 2 Standards to Determine Proficiency
Represent and solve problems involving addition and
subtraction.
Add and subtract within 20.
Work with equal groups of objects to gain foundations
for multiplication.
Understand place value.
Use place value understanding and properties of
operations to add and subtract.
Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
Reason with shapes and their attributes.
NOSOTROS ACADEMY
GRADE LEVEL EXPANSION AMENDMENT REQUEST - NARRATIVE
Nosotros Academy
440 N. Grande Ave.
Tucson, Arizona 85745
Email: [email protected]
Website: www.nosotrosacademy.com
Arizona State Board for Charter Schools
Charter Grade Level Amendment Request
October 24th, 2014
Having met the Arizona State Board for Charter Schools’ requirements of receiving an overall rating of Meets or Exceeds on our most recent and prior Academic Dashboards, Nosotros Inc. respectfully submits our application to amend our charter to add primary school grades of Kindergarten, First, and Second. Rationale The Nosotros business plan, since 2007, has been to become a K-12 facility. The need to add
primary grades was born out of concerns of neighborhood families who would be affected by
the closures of nearby Tucson Unified School District elementary schools. In the Fall of 2013,
the concerns became a reality with the closure of Menlo Elementary, Brichta Elementary, and
other nearby schools.
Currently in grades 3-5 we have additional capacity, as well as having a waiting list for grades 6-
8. By adding grades K-2, we will be better able to establish a strong academic focus with these
students by providing them a standards-based, articulated curriculum as they move from one
grade level to another. As well, our faculty will have the opportunity to build positive, caring
relationships with these students and parents; as they have done repeatedly with students and
parents in grades 3-12.
Most important, data shows that students who stay with us longer have higher achievement
and make faster progress recovering from past gaps. Essentially our data shows that the earlier
we are able to enroll students, the fewer academic problems they experience in later grades.
Mission, Philosophy and methods of instruction
The addition of grades K-2 is aligned with Nosotros Academy mission and philosophy by
giving us the opportunity to strengthen community to keep families together and to
meet academic challenges at an earlier age.
Nosotros Academy’s Mission Statement: Nosotros Academy dedicates itself to bringing
a quality alternative education to at-risk students that will promote empowerment of
the student, engagement of the family, and community building through mutual
commitment to academic success by providing individualized services in a safe, user-
friendly atmosphere that meet the needs of students so they can excel as members of
the greater community.
Nosotros Academy understands and provides for the unique needs of at risk students
such as credit recovery, small class size, and caring teachers, so the students may
transition from at risk to college bound.
Nosotros Academy’s Vision Statement: Nosotros Academy believes all students have
the right to discover, set and realize high academic, post-secondary, professional and
personal goals.
Nosotros Academy’s Philosophy is and always has been: All Students can meet high
standards and expectations when immersed in a small, positive and supportive
educational environment. The Nosotros curriculum is based on individual skill mastery.
Students are not simply passed along – students do not move forward until they have
mastered the current unit. Our highly individualized and predominantly self-paced
curriculum facilitates this goal. Students receive one-on-one instruction from highly
qualified teachers and teacher assistants to assess understanding. Students who master
the material quickly are able to move forward to the next unit.
Method of Instruction
The overarching method of instruction has an emphasis on differentiation and individualized
learning. Nosotros Academy (9-12) is a method blend of individualized instruction with the
curriculum customized for the students’ math and reading level. The K-8 program offers a blend
of teacher-lead instruction, demonstrations, practical exercise and independent work; all rich in
hands-on, collaborative and explorative activities.
The foundations of higher order thinking are developed through student-centered mathematics
and reading instruction. Our goal is to create an effective classroom environment, offering an
articulated curriculum that is aligned to the AZ College and Career Ready Standards.
Levels of Proficiency
In order for a student to be promoted to the next grade level the student must demonstrate
sufficient knowledge of the three basic subjects: Reading, Writing, and Mathematics. In reading
and writing, students must be at an Intermediate Level according to the (Common Core
Language Proficiency Skill, see attached matrices). At the very minimum the student must
demonstrate grade appropriate academic mathematics, participate in discussions, respond to
stories, and provide simple sentences with correct writing conventions. The student must also
demonstrate the ability to distinguish between types of literature, make generalizations and
indicate grade appropriate comprehension of understanding oral directions.
In mathematics, students should be at Development Level III, as indicated by the attached
matrices. These students should possess the ability to use pictures and verbal explanations to
experiment and manipulate numbers. Students who are in 2nd grade should also be able to
include written responses. Furthermore, those in K-2 will also have the ability to represent and
solve problems involving addition and subtraction fluently within a given set of values based on
their current grade.
Students that function below intermediate level will be assigned to intervention activities such
as one-on-one tutoring, after school services and/or our academic summer school.
Staffing
Because of high demand, Nosotros Inc. and El Rio Preschool and Daycare have developed a
private, tuition free pilot program of 12, K-2 students taught by a highly qualified teacher
Timeline
Staffing and curriculum already complete
August 10th, 2015, 1st day of school
Summary
Adding grades K-2 enhances the educational environment and promotes continual
improvement on a greater scale. It provides a wider focus for educational success that benefits
students in all grade levels served. Nosotros has expanded its community outreach, engaging
more parents and community members in the educational process. Tucson’s west side is a
better place to live and educate students because of the educational commitment Nosotros Inc.
has made to the community.
We ask that our application be approved.
Sincerely,
Paul M. Felix
Principal / CEO
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 1
Beginning
Very limited understanding of English
Learns to distinguish and produce
English phonemes
Uses words, gestures, and actions
Practices repetitive social greetings
Imitates verbalizations of others to
communicate: o Basic needs o Participate in discussions and
activities
o Respond to simple directions
Expresses self using words, drawings,
gestures, and actions to:
o Sequence simple text o Answer literal questions o Make simple predictions
Hears and produces familiar sounds
Reads sight words
Uses and comprehends highly
contextualized vocabulary
Listens to text read aloud
Begins to understand concepts of print
Draws, labels, copies familiar words
Writes to name, describe, or
complete a list
Begins to use invented spelling, capital letters, participates in group editing
Identifies an intended audience
Sequences pictures to assist with
organization
Participates in group writing process
Advanced
Beginning
Uses words and/or phrases
Uses appropriate social greetings
Participates in social discussions on
familiar topics
Participates in academic discussions on familiar topics
Develops correct word order in phrases
Begins to use academic vocabulary
Expresses self using words and/or phrases
to:
o Identify characters o Identify setting o Compare and contrast
Hears and produces familiar and unfamiliar sounds
Increases sight vocabulary Uses
word-meaning strategies Reads
patterned and repetitive text
Applies concepts of print
Writes sight words and phrases
Demonstrates inconsistent use of:
o Capitals o Punctuation o Correct spelling
Identifies an intended audience
Begins to write based on a model
Brainstorms and writes rough draft
Participates in group revision
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 2
Intermediate
Uses simple sentences with inconsistent
use of syntax, tense, plurals, and
subject/verb agreement:
Recalls details in stories and expository text read aloud using cues
Participates in social discussions
Participates in academic discussions
Begins to use academic vocabulary
Selects appropriate social and academic
vocabulary for different audiences with
teacher guidance (register)
Asks questions
Expresses self using simple sentences to:
o Describe images from text o Connect text to prior knowledge
Makes generalizations based on text
Monitors for comprehension
Produces unfamiliar sounds
Decodes word patterns
Reads sight words
Reads familiar words in context
Increases vocabulary through reading
Uses text features to gain meaning
Distinguishes between:
o Fiction/non-fiction o Fact/opinion o Fantasy/reality
Follows simple written directions (e.g., color, cut, glue)
Writes simple sentences
Demonstrates increasing control of:
o Capitals o Punctuation o Correct spelling
Writes for self, family, friends, and teacher
Writes individually and in a group process
Lev
el 3
Advanced
Uses descriptive sentences with
common grammatical forms with some
errors
Participates in social discussions
Participates in academic discussions
Retells stories using descriptive
sentences
Begins to use word patterns to determine the meaning of new words
Uses appropriate social and academic vocabulary for different audiences with teacher guidance (register)
Asks questions to clarify
Expresses self using descriptive sentences
to:
o Identify theme o Recognize literary devices
Uses a variety of strategies to monitor comprehension
Recognizes phonemes within multi- syllabic words
Uses word parts to determine word meanings
Reads with increasing fluency
Independently confirms word meanings
Follows multi-step written directions
Text increases in length and complexity
Uses simple and descriptive
sentences
Begins to adjust register for different audiences
Uses grade level conventions inconsistently
Needs assistance in editing and revising
K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)
12/14/09
K-2 Listening/Speaking Reading Writing
Lev
el 4
Transitional
Has met
criteria for
exiting
Transitional
Bilingual
Instructional
Program
(TBIP)
Speaks clearly and comprehensibly
using standard English grammatical
forms with occasional errors
Gives oral presentations
Uses appropriate social and academic
vocabulary for different audiences
(register)
Adjusts reading rate as appropriate
Uses academic vocabulary, uses multiple
meaning words appropriately
Follows increasingly complex written directions
Reads and comprehends grade level text
Uses academic vocabulary across
content areas
Uses standard grammar and
conventions with teacher support as
needed
Grade K Standards to Determine Proficiency
Know number names and the count sequence.
Count to tell the number of objects.
Compare numbers.
Understand addition as putting together and adding to,
and understand subtraction as taking apart and taking
from.
Work with numbers 11-19 to gain foundations of plaec
value.
Describe and compare measurable attributes.
Classify objects and count the number of objects in
categories.
Identify and describe shapes.
Analyze, compare, create, and compose shapes.
Grade 1 Standards to Determine Proficiency
Represent and solve problems involving addition and
subtraction.
Understand and apply properties of operations and the
relationship between addition and subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of
operations to add and subtract.
Measure lengths indirectly and by iterating length units.
Tell and write time.
Represent and interpret data.
Reason with shapes and their attributes.
Grade 2 Standards to Determine Proficiency
Represent and solve problems involving addition and
subtraction.
Add and subtract within 20.
Work with equal groups of objects to gain foundations
for multiplication.
Understand place value.
Use place value understanding and properties of
operations to add and subtract.
Measure and estimate lengths in standard units.
Relate addition and subtraction to length.
Work with time and money.
Represent and interpret data.
Reason with shapes and their attributes.