Gr. 9-12 Curriculum
"English language arts (ELA) are all of the communication and language skills and processes people use every day to receive and send information. We receive information through listening, viewing, and reading, and we send information through writing, speaking, facial expression, body language, and auditory and visual representations. We use language to learn, to question, to share feelings, to help others, to be part of civilization. The ability to use and understand language, both spoken and written, is critical to every aspect of students’ lives.
Students learn and apply knowledge of the English language by gathering, comprehending, evaluating, synthesizing, and reporting information and ideas, by conducting original research in order to answer questions and solve problems, and by analyzing and creating a range of print and non-print texts in old and new media. They also explore the literature of several cultures and historical periods and create their own literature, learning how purpose, audience and cultural perspective impact one’s use of language along the way."
(Source: Minnesota Department of Education - English Language Arts, Standards, Curriculum and Instruction)
- Standards for Reading
- Standards for Writing
- Standards for Speaking, Viewing, Listening & Media Literacy
- Standards for Language
For more detail, view the Minnesota Department of Education, English Language Arts curriculum page.
The Minnesota Department of Education adopted the National Standards for Physical Education, developed by the National Association for Sport and Physical Education. These standards were adopted by state schools in 2012. In addition, each school district is required to have developed local standards for health education.
The Minnesota Academic Standards in Mathematics set the expectations for achievement in mathematics for K-12 students in Minnesota. This document is grounded in the belief that all students can and should be mathematically proficient. All students should learn important mathematical concepts, skills, and relationships with understanding. The standards presented here describe a connected body of mathematical knowledge that is acquired through the processes of problem solving, reasoning and proof, communication, connections, and representation. The standards are placed at the grade level where mastery is expected with the recognition that intentional experiences at earlier grades are required to facilitate learning and mastery for other grade levels.
The Minnesota Academic Standards in Mathematics are organized by grade level into four content strands: 1) Number and Operation, 2) Algebra, 3) Geometry and Measurement, and 4) Data Analysis and Probability. Each strand has one or more standards.
(Source: Minnesota Department of Education - Mathematics Academic Standards)
Edina Public Schools has adopted Envision 2.0 and Envision A|G|A at the secondary level. The new materials will be phased in over 3 years beginning in the fall of 2018-19. The adoption is the result of a district wide Design Committee recommendation to purchase resources that align with the Minnesota Math Standards and reflect best practices in student learning. These new resources will allow for a deep conceptual understanding through mathematical problem based learning. The program has a wealth of resources to help teachers personalize learning for their students.
- Gr. 6-12 Math Standards
- Mathematics Pathways
The Minnesota Department of Education uses the diagram below to describe the four content “strands” and “substrands” within each area of content. For each substrand, there are academic standards identifying the academic knowledge to be achieved.
“The standards … describe a connected body of science and engineering knowledge acquired through active participation in science experiences. These experiences include hands-on laboratory activities rooted in scientific inquiry and engineering design. The standards are placed at the grade level where mastery is expected with recognition that a progression of learning experiences in earlier grades builds the foundation for mastery later on.”
(Source: Minnesota Department of Education - Academic Standards Science K-12)
For more details, view the Minnesota Department of Education Academic Standards Science K-12 curriculum page.
Social Studies is the interdisciplinary study of citizenship and government, economics, geography, history, and other disciplines in the social sciences and humanities in which students develop the content knowledge, skills, and dispositions necessary to be informed and engaged citizens in the contemporary world. According to the National Council for the Social Studies, the purpose of social studies is to develop civic competence and "help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world."
(Source: Minnesota Department of Education - Standards, Curriculum and Instruction/Social Studies)
The state uses the diagram below to show the four primary disciplines in social studies curriculum, the substrands of study within each, and the learning skills students will use in the course of their studies.
The intent of the policy is to provide credit for learning that occurs in other schools, alternative learning sites, postsecondary enrollment option, advanced enrichment programs, out-of-school experiences, work-based learning and other education. Parameters for credit for prior learning include:
- Available for graduation-required coursework only
- A student may attempt to earn credit for prior learning only once for each course
- A student may not earn more than two credits per year (eight credits toward graduation) via this credit option
- To be awarded credit for the course with P for “passing” on a student’s transcript, students must:
- Acquire a score at or above 3 (meets expectations) for evidence assessed using a rubric
- Acquire at least 80% on the exam
The credit by assessment exam timeline for courses offered in 2022-23 is shown in the next tab. Dates for the exam opportunities are yet to be determined. Each exam will be scheduled within a four hour testing window. The actual length of exam may be shorter and the exact times/specifics will be communicated directly to students and families once their application has been approved and the logistics have been determined.
According to the policy, students will not be denied the opportunity to pursue course credit for learning. Interested students must fill out the electronic application. The electronic application form will be available beginning the first day of second semester and it mirrors Appendix I of Policy 620.
- Student must be in grades 8-12
- Student must have received credit for any prerequisites the course requires
- Student must continue to maintain full-time status during process
- Completed application must be submitted two weeks prior to the last day of school
For more details about credit for prior learning, see Board Policy 620.
Jan. 25, 2022
Electronic application window opens
May 19, 2022
Last day to complete electronic application
June 9-16, 2022
Email confirmation and logistical information sent to student/parent
August 1-12, 2022
Credit by Assessment examination window
August 19, 2022
Deadline for sharing Credit by Assessment results with students/families and counselors
- What is Credit by Assessment?
- Can a student pursue Credit by Assessment for any course?
- Can students at any grade level take Credit by Assessment Exams?
- How does a student learn the material covered on a Credit by Assessment Exam?
- What study materials are provided for students?
- What is the criteria for earning course credit on the exam?
- What will be entered on a student's transcript if course credit is earned?
- How many times can a student take a Credit by Assessment Exam?
- Can a student take a Credit by Assessment Exam for previously completed courses?
- Are the exams multiple choice?
- How long is the exam?
- How does a student apply for a Credit by Assessment Exam?
Process by which students may meet a graduation requirement for knowledge acquired in another learning environment other than standard course curriculum. Students demonstrate knowledge through an exam process administered by school district staff. See school board policy 620: Receiving Course Credit for Learning.
The exam can be in one or more formats including the following: multiple choice; short answer; performance-based assessment; demonstration of skills; interview; presentation; exhibition and/or; written composition. More specific details pertaining to a particular exam will be provided regarding components and format.