Sunshine State Standards
Sunshine State Standards identify the expected achievement of students in Florida public schools. They cover seven major subject areas to be mastered by the learners at the end of four developmental levels. A complete listing of the Sunshine State Standards is available at www.firn.edu/doe.
Subject Areas
- Language Arts (LA)
- Mathematics (MA)
- Science (SC)
- Social Studies (SS)
- Foreign Language (FL)
- Health and Physical Education (HE)/(PE)
- The Arts
- Music (MU)
- Visual Arts (VA)
- Theatre (TH)
- Dance (DA
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Four Levels
- Pre-K - 2
- Grades 3 - 5
- Grades 6 - 8
- Grades 9 -12
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Sunshine State Standards consist of:
| Strands: |
content category label. These are listed under each subject area.
(e.g., Measure is a strand of Math) |
| Standards: |
general statement of expected learner achievement within each strand.
(e.g., the student relates the concepts of measurement to similarity and proportionality in real-world situations.) |
| Benchmarks: |
Learner expectations. What students should know and be able to do in order to achieve the standard at the end of the developmental levels. |
Example
LA. A. 2. 1. 5
Language Arts
Level 1: (Grades Pre-K-2)
| Strand: |
Reading |
| Standard 2: |
The student constructs meaning from a wide range of texts. |
| Benchmark 5: |
The student uses simple materials of the reference system to obtain information. |
LA = Language Arts A = Strand A 2 = Standard 2 1 = Level 1 (PreK-2) 5 = Benchmark 5
GOAL 3 STANDARDS
Standard 1 Information Managers
Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Standard 2 Effective Communicators
Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.
Standard 3 Numeric Problem Solvers
Florida students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems.
Standard 4 Critical and Creative Thinkers
Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and use efficient techniques for lifelong learning.
Standard 5 Ethical and Responsible Workers
Florida students display responsibility, self-esteem, sociability, self-management, integrity, honesty, and healthy decision-making.
Standard 6 Resource Managers
Florida students will appropriately allocate time, money, materials, and other resources.
Standard 7 Systems Managers
Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology.
Standard 8 Cooperative Workers
Florida students work cooperatively to successfully complete a project or activity.
Standard 9 Effective Leaders
Florida students establish credibility with their colleagues through competence and integrity and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position which advances goal attainment.
Standard 10 Culturally Sensitive Learners
Florida students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds.
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Outcomes Level 1-Grades Pre-K – 2
Standard 1 Information Managers
- Locate and collect information
- Interpret and explain concepts and ideas
- Apply information
Standard 2 Effective Communicators
- Use appropriate communications
- Compose effective communications
- Communicate using different modes
- Engage in receptive communication
Standard 3 Numeric Problem Solvers
- Clarify problems
- Use mathematical procedures to solve problems
- Evaluate solutions
Standard 4 Critical & Creative Thinkers
- Identify problems
- Use thinking tools to solve problems
- Evaluate and revise solutions
- Create for pleasure and aesthetics
Standard 5 Responsible & Ethical Workers
- Display positive and constructive social skills
- Show responsibility for actions
- Display positive and healthy self-esteem
- Demonstrate integrity and honesty
Standard 6 Resource Managers
- Organize tasks to time periods
- Manage finances and resources
- Describe and assign people for tasks
Standard 7 Systems Managers
- Demonstrate understanding of systems
- Analyze parts and their functions
- Adapt systems to solve problems
Standard 8 Cooperative Workers
- Assume assigned roles in a group
- Contribute to group goals
- Motivate and energize group
- Evaluate group process
Standard 9 Effective Leaders
- Achieve goals through communicating to others
- Achieve goals through sensitivity to others
Standard 10 Culturally Sensitive Learners
- Demonstrate sensitivity and respect for all cultures
- Work cooperatively with all people
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Outcomes Level 2-Grades 3-5
Standard 1 Information Managers
- Locate and collect information
- Interpret and explain concepts and ideas
- Apply information
- Evaluate information
- Store, maintain, and access information
Standard 2 Effective Communicators
- Use appropriate communication
- Compose effective communications
- Communicate using different modes
- Engage in receptive communication
- Convey ideas and emotions
- Enhance communication with technology
Standard 3 Numeric Problem Solvers
- Clarify problems
- Use mathematical procedures to solve problems
- Evaluate solutions
Standard 4 Critical & Creative Thinkers
- Identify problems
- Use thinking tools to solve problems
- Evaluate and revise solutions
- Create for pleasure and aesthetics
Standard 5 Responsible & Ethical Workers
- Display positive and constructive social skills
- Show responsibility for actions
- Display positive and healthy self-esteem
- Demonstrate integrity and honesty
- Demonstrate self-management
Standard 6 Resource Managers
- Organize tasks to time periods
- Manage finances and resources
- Describe and assign people for tasks
Standard 7 Systems Managers
- Demonstrate understanding of systems
- Analyze parts and their functions
- Adapt systems to solve problems
Standard 8 Cooperative Workers
- Assume assigned roles in a group
- Contribute to group goals
- Motivate and energize group
- Evaluate group process
- Understand group process
Standard 9 Effective Leaders
- Achieve goals through communicating to others
- Achieve goals through sensitivity to others
- Negotiate solutions
Standard 10 Culturally Sensitive Learners
- Demonstrate sensitivity and respect for all cultures
- Work cooperatively with all people
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Outcomes Level 3-Grades 6 – 8
Standard 1 Information Managers
- Locate and collect information
- Interpret and explain concepts and ideas
- Apply information
- Evaluate information
- Store, maintain, and access information
Standard 2 Effective Communicators
- Use appropriate communication
- Compose effective compositions
- Communicate using different modes
- Engage in receptive communication
- Convey ideas and emotions
- Enhance communication with technology
Standard 3 Numeric Problem Solvers
- Clarify problems
- Use mathematical procedures to solve problems
- Evaluate solutions
- Use technology for analysis
Standard 4 Critical & Creative Thinkers
- Identify problems
- Use thinking tools to solve problems
- Evaluate and revise solutions
- Create for pleasure and aesthetics
Standard 5 Responsible & Ethical Workers
- Display positive and constructive social skills
- Show responsibility for actions
- Display positive and healthy self-esteem
- Demonstrate integrity and honesty
- Show self-management skills
Standard 6 Resource Managers
- Organize tasks to time periods
- Manage finances and resources
- Describe and assign people for tasks
- Develop a budget and maintain records
- Design space and facilities needed
Standard 7 Systems Managers
- Demonstrate understanding of systems
- Analyze parts and their functions
- Adapt systems to solve problems
Standard 8 Cooperative Workers
- Assume assigned roles in a group
- Contribute to group goals
- Motivate and energize group
- Evaluate group process
- Understand group process
Standard 9 Effective Leaders
- Achieve goals through communicating to others
- Achieve goals through sensitivity to others
- Negotiate solutions
Standard 10 Culturally Sensitive Learners
- Demonstrate sensitivity and respect for all cultures
- Work cooperatively with all people
- Understand the impact of bias and stereotyping
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Outcomes Level 4 – Grades 9-12
Standard 1 Information Managers
- Locate and collect information
- Interpret and explain concepts and ideas
- Apply information
- Evaluate information
- Store, maintain, and access information
Standard 2 Effective Communicators
- Use appropriate communication
- Compose effective compositions
- Communicate using different modes
- Engage in receptive communication
- Convey ideas and emotions
- Enhance communication with technology
Standard 3 Numeric Problem Solvers
- Clarify problems
- Use mathematical procedures to solve problems
- Evaluate solutions
- Use technology for analysis
Standard 4 Critical & Creative Thinkers
- Identify problems
- Use thinking tools to solve problems
- Evaluate and revise solutions
- Discover unique relationships
- Create for pleasure and aesthetics
Standard 5 Responsible & Ethical Workers
- Display positive and constructive social skills
- Show responsibility for actions
- Display positive and healthy self-esteem
- Demonstrate integrity and honesty
- Show self-management skills
Standard 6 Resource Managers
- Organize tasks to time periods
- Manage finances and resources
- Describe and assign people for tasks
- Develop a budget and maintain records
- Design space and facilities needed
Standard 7 Systems Managers
- Demonstrate understanding of systems
- Analyze parts and their functions
- Adapt systems to solve problems
Standard 8 Cooperative Workers
- Assume assigned roles in a group
- Contribute to group goals
- Motivate and energize group
- Evaluate group process
- Understand group process
Standard 9 Effective Leaders
- Achieve goals through communicating to others
- Achieve goals through sensitivity to others
- Negotiate solutions
Standard 10 Culturally Sensitive Learners
- Demonstrate sensitivity and respect for all cultures
- Work cooperatively with all people
- Understand the impact of bias and stereotyping
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ESOL STRATEGIES AND INSTRUCTIONAL PRACTICES
- Explain special vocabulary terms in words known to the student.
- Provide pictures to illustrate new words and terms.
- Use pictures, tables, maps, diagrams, globes, and other visual aids to assist in comparison and contrast for comprehension of concepts.
- Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills.
- Prepare difficult passages from textbooks on tape for the listening activities.
- Maintain a library of supplementary books and workbooks written in simple English which offer additional illustrations for problems.
- Highlight written materials for readability by enlarging the size of print, by organizing chapters meaningfully, and by writing headings that show introduction or transition from one idea to another.
- Provide biographies of significant men and women from different cultures.
- Develop interests and arouse curiosity through hands-on experiences, the out-of-doors, pictures, newspaper clippings, and periodicals.
- Use outline maps for student to practice writing in the details and labels.
- Support reading instruction by providing films, records, filmstrips, and other materials which may be used independently or in small groups.
- Tape record problems for independent listening assignments.
- Offer a variety of reference materials at the student’s instructional level for independent use.
- Collect many of the comic books available that portray historic and cultural events in simplified language.
- Use cartoons and leave the balloons above the speakers blank, to be filled in by the student.
- Encourage the use of diagrams and drawings such as aids to identify concepts and see relationships.
- Keep a variety of number games to be played by pairs of students or small groups.
- Show the same information through a variety of different charts and visuals.
- Write instructions and problems using shorter and less complex sentences.
- Use student pairs for team learning, especially for reports, experiments, and projects.
- Limit the number of problems that must be worked.
- De-emphasize speed and emphasize accuracy of work.
- Limit the number of variables in laboratory experiments.
- Ask numerous questions which require higher level thinking responses.
- Use language experience techniques in discussing concepts and ideas.
- Assign short homework tasks that require reading.
- Have student prepare collections of science objects, such as sticks and leaves.
- Have student prepare individual card files of science, mathematics, and social studies vocabulary.
- Have student compile notebook of his/her hypothesis, materials, procedure, data, conclusion of experiments, and field experiences.
- Have student use a timeline to arrange and sequence important facts
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- ASSESSMENT: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students' instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.
- COMMUNICATION: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which he/she will use in the classroom.
- CONTINUOUS IMPROVEMENT: The preprofessional teacher realizes that he/she is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process. While his/her concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and team-mates, and meeting the goals of a personal professional development plan.
- CRITICAL THINKING: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.
- DIVERSITY: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.
- ETHICS: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
- HUMAN DEVELOPMENT AND LEARNING: The preprofessional teacher draws upon well established human development/learning theories and concepts and a variety of information about students to plan instructional activities.
- KNOWLEDGE OF SUBJECT MATTER: The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.
- LEARNING ENVIRONMENTS: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into these processes. The teacher understands that she/he will need a variety of techniques and is working to increase his/her knowledge and skills.
- PLANNING: The preprofessional teacher recognizes the importance of setting high expectations for all students, and works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interpreting the information, and modifying her/his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.
- ROLE OF THE TEACHER: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.
- TECHNOLOGY: The preprofessional teacher uses technology available at the school site which is appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to use the electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.
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Florida Performance Measurement System Domains
- PLANNING FOR INSTRUCTION
Pre-classroom teacher activities that develop schema for classroom activities
- Content Coverage
- Utilization of Instructional Materials
- Activity Structure
- Goal Focusing
- Diagnosis
- MANAGEMENT OF STUDENT CONDUCT
Teacher actions that minimize the frequency of disruptive student conduct
- Rule Explication and Monitoring
- Teacher Witness
- Overlapping
- Quality of Desist
- Group Alert
- Movement Smoothness
- Movement Slow‑Down
- Effective Praise
- INSTRUCTIONAL ORGANIZATION AND DEVELOPMENT
Teacher performance that provides for conservation of class time, organization and delivery of instruction, and teacher‑student interaction
- Efficient Use of Time
- Review of Subject Matter
- Lesson Development
- Teacher Treatment of Student Talk
- Teacher Academic Feedback
- Management of Seatwork/Homework
- PRESENTATION OF SUBJECT MATTER
Manipulation of the content of instruction to induce learning
- Presentation of Interpretative Knowledge
- Presentation of Explanatory Knowledge
- Presentation of Academic Rules
- Presentation of Value Knowledge
- COMMUNICATION: VERBAL AND NONVERBAL
Verbal and nonverbal teacher behavior that evokes and expresses information and personal relationships
- Control of Discourse
- Emphasis
- Task Attraction and Challenge
- Teacher's Speech
- Body Language
- EVALUATION OF ACHIEVEMENT
A systematic process of assessing and reporting the extent to which instructional objectives are achieved
- Test Construction
- Preparation for Testing
- Test Administration
- Monitoring Student Progress
- Rating and Markin
- PROFESSIONAL BEHAVIORS
Meets expectations regarding assumption of responsibility, attendance, initiative, punctuality, and record keeping
- Demonstrates ethical behavior
- Demonstrates professional concern for children
- Cooperates with school personnel
- Reacts favorably to supervision
- Demonstrates emotional balance, maturity
- Demonstrates enthusiasm
- Demonstrates a positive attitude toward teaching as a profession
Download State Standards
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