Based on these purposes, detailed expected learning goals (outcomes) are set for each course/grade level in this subject. Expected learning goals (outcomes) are the basis for instructional planning and Benchmark assessment.

ART
The Art Program will enable students to:

1. Increase their store of visual images in order to develop perception, concepts, understanding, and learning.
2. Identify, analyze, interpret, and make informed judgments about works of art within social, historical, and cultural contexts.
3. Respond to the aesthetic qualities of visual art and environment.
4. Organize visual information in terms of form, content, and context.
5. Develop skills and techniques to produce works of art.
6. Develop a nonsexist understanding of art and the human condition.
7. Understand and value their own and other cultures.
8. Show respect for materials for their own work and for the work of others.
9. Identify and use community resources in the visual arts.
10. Effectively use the vocabulary of art in both oral and written form.
11. Demonstrate safe and proper use of tools and equipment used in studio production.
12. Generate personal growth by expanding experience and self-understanding.

1. Explore business/marketing-related careers.
2. Develop occupational competence including technology applications in one or more of these areas: basic business-economics, marketing, accounting-finance, or administrative office services.
3. Prepare for organizing and managing a business.
4. Build a foundation for business-related programs of study at the post-secondary level.
5. Strengthen basic skills in reading, writing, mathematics, and resource usage.
6. Develop positive interpersonal and leadership skills.
7. Develop and refine personal and business work ethics.
8. Apply skills in communication, decision-making and critical thinking.
9. Develop economic competence to be productive citizens and wise consumers.
10. Strengthen individual self-concept and desire to succeed.
11. Prepare for business activities that include contacts with others who have varied cultural and ethnic backgrounds.

1. Understand the technological revolution and the computer's role in that revolution.
2. Know about computer use in school, in work, and in daily life.
3. Use computers and appropriate software as learning tools to write, retrieve information simulate and develop decision making skills.
4. Respect the ethical and legal responsibilities related to computer use.

1. Explore home economics related careers;
2. Develop skills for the dual role of wage earner and home manager;
3. Recognize social and cultural influences on individuals and families;
4. Develop skills in communication, decision making, critical thinking, and problem solving;
5. Develop competence in working alone or with others effectively;
6. Understand personal and family development at various stages of the life cycle;
7. Strengthen and develop skills in maintaining satisfying personal and family relationships;
8. Acquire knowledge in caring for and nurturing children;
9. Apply skills in providing nutritious food for self and family members;
10. Select and maintain housing and living environments for self and others;
11. Provide and care for personal family clothing; and
12. Manage financial and other resources.

1. To develop proficiency in conversation skills commensurate to each level of international languages
    study.
2. To develop proficiency in listening and comprehension skills commensurate to each level of international languages
    study.
3. To develop proficiency in reading and comprehension skills commensurate to each level of international languages
    study.
4. To develop and increase proficiency in the skills of writing and expressing oneself in the language commensurate with the student's level of international languages
    study.
5. To develop and promote acquisition of basic target language vocabulary appropriate to the level of study.
6. To develop the adaptability, discipline, and skills necessary for further study of the same language or for learning another language.
7. To improve grammar skills and increase vocabulary in both the language being taught or learned and in English.
8. To develop an awareness of the continually changing nature of language.
9. To increase awareness of the language, architecture, history, literature, cultural and physical geography, cuisine and dances of different people.
10. To increase awareness of local community ethnic groups.
11. To point out the contributions of various cultures to those found in the United States.
12. To create an awareness of the many applications of international languages
     study to both domestic and international career opportunities.
13. To develop an awareness of the similarities and differences among the various cultures.
14. To promote international understanding and an appreciation of other cultures whether modern or classical.
15. To develop an awareness of self through the knowledge of others.

1. To develop an understanding of English in the limited English proficient student that will allow him/her to be mainstreamed into the regular English delivered curriculum with optimal opportunities for success.
2. To develop an awareness of the similarities and differences between the new culture the student has entered and his/her own.
3. To develop proficiency in the basic communicative skills of listening, speaking, reading and writing commensurate with the student's level of study.
4. To improve grammar skills and increase vocabulary in English.
5. To help each student realize his/her maximum potential.
6. To develop English communication skills to a level to that of native speakers of English of the same age and ability.
7. To encourage maintenance of the first language and to create awareness of the positive impact of bilingualism in enhancing career opportunities.
8. To encourage a positive identity and pride in the cultural heritage of participants in the program.
9. To utilize the first language of the student as a support factor in instruction until such time as English can be the only medium used. (This instructional element is present in the Transitional Bilingual Program only.)
10. To plan and encourage activities which enable parents and/or the community to be a part of the program and to be knowledgeable about the educational system of the Omaha Public Schools.
11. To provide incentives that will encourage participants in the program to remain in school, to strive for their maximum success and to prepare for their futures.
12. To encourage awareness within the district of the contributions that the various cultural groups being served can offer to enhance the multicultural infusion into the overall curriculum.

1. Speak logically, appropriately, and confidently in both formal and informal settings.
2. Use effective research and organizational techniques to prepare for speaking opportunities.
3. Present information, directions, and personal viewpoints in many communication settings, including conversations, discussions, presentations, storytelling, and other creative speaking activities.
4. Listen with the purpose of acquiring information, interpreting meaning and intent, and evaluating logic and style of presentation.
5. Use appreciative listening skills that reflect feeling and sensitivity.
6. \tab Learn to follow directions and receive instructions.
7. Use critical, creative, and logical thinking skills.
8. Gain knowledge, independence, and enjoyment from reading.
9. Adopt lifelong reading habits that contribute to personal growth.
10. Develop vocabulary, reading comprehension, and knowledge of the changing nature of language.
11. Recognize ethical and aesthetic values through literature.
12. Reach goals of multicultural nonsexist education through the study of language arts.
13. Experience literary genres and evaluate their effectiveness using relevant criteria to assess their effectiveness.
14. View films, television programs, and other non-print media using literary evaluation criteria to assess their effectiveness.
15. Develop awareness of important writers representing diverse backgrounds and traditions in literature.
16. Use media centers and libraries successfully.
17. Employ writing skills in a variety of modes, adjusting style to suit the topic, audience, and purpose.
18. Write organized sentences, paragraphs, and compositions using correct spelling, diction, usage, grammar, and mechanics.
19. Approach writing as a process to be learned and applied systematically.
20. Develop individual skills, talents, and abilities through participation in co-curricular language arts activities, courses, and electives.

1. Use libraries effectively to find information and pursue personal interests.
2. Use instructional equipment and materials including computers to acquire and present information.
3. Use various resources normally found in a library to acquire information and do research.
4. Use the library as a source of recreational reading materials.
5. Apply library media knowledge and skill independently to complete assignments made as a part of classroom instruction.

1. Meet the district goals of multicultural, nonsexist education including:
2. *recognition and confrontation of bias and stereotyping
3. *intolerance for discrimination
4. *appreciation of the historical and present contributions by the participation of people of different gender, culture, and socioeconomic backgrounds
5. *easier entry into careers related to mathematics irrespective of biases met.
6. Communicate mathematical experiences, explorations, reasoning and discoveries through oral explanations, concrete demonstrations, written descriptions, and graphic representations using appropriate mathematical terms and symbols in communication.
7. Appreciate and value the importance and structure of mathematics including its historical development, and recognize its place in society.
8. Develop connections which link topics within mathematics, other disciplines and mathematics, and mathematics and real life situations.
9. Prepare to use mathematics in adult life and careers and act as an informed citizen who is mathematically literate.
10. Represent and describe mathematical relationships through patterns.
11. Use estimation as a tool to approximate solutions and determine reasonableness of results.
12. Employ a variety of strategies which foster creativity and risk taking to pose, interpret, analyze, estimate, and solve problems which are relevant and interesting and recognize when appropriate algorithms and formulas can be used in real life situations.
13. Systematically collect, organize, and describe data using tools such as tables, charts, and graphs; make inferences and arguments based on data analysis; and understand that statistical methods are a powerful means for decision making.
14. Predict, estimate, and test the probability of events in interesting and realistic situations.
15. Identify, describe, classify, and compare geometric figures according to physical properties with special attention to developing spatial sense and exploring transformations of figures.
16. Interpret information through use of variables, tables, graphs, and algebraic tools to identify properties, understand relationships, and solve problems.
17. Select and use appropriate instruments and units to measure distance or length, angle measure, capacity, weight and mass, and time, and understand implied functions such as perimeter, area, volume, rate, and other derived and indirect measurements.
18. Develop a sense of number and number relationships including counting, place value, whole numbers, fractions, decimals integers rational numbers, percents, and computation as they apply to real life situations that have cultural, historical, and/or technological relevance.
19. Use a variety of technological applications including calculators, computers, spreadsheets, data analysis applications, statistical interpretations, measurement instruments, and other "tools" to solve problems and achieve the outcomes of the mathematics curriculum.
20. Explore and apply concepts from a broad spectrum of mathematics topics at all grade levels including algebra, geometry, statistics, trigonometry, discrete mathematics and calculus when appropriate.
21. Acquire where applicable the skill and knowledge in specific courses such as trigonometry, discrete mathematics, and calculus in preparation for advanced studies and application.

1. Increase the student's aesthetic sensitivity and response through heightened awareness and understanding of the musical experience.
2. Develop musical skills and techniques which enable students to become life long participants and consumers of music.
3. Promote a sense of appreciation for our musical heritage.
4. Develop respect for and an understanding of human values through the study of musical traditions of various cultures.
5. Develop personal qualities that enhance self-worth.
6. Employ strategies that promote common goals and values through individual and group participation.

1. Voluntarily maintain a state of physical fitness (muscular strength and endurance, cardio-respiratory endurance, flexibility, and weight control).
2. Exhibit neuro-muscular coordination techniques, agility, balance, and flexibility in a variety of physical education activities and sports.
3. Value participation in sports and other activities throughout life.
4. Apply desirable health knowledge and safety practices when participating in physical education activities and sports.
5. Know rules and apply strategies in a variety of physical education activities and sports.
6. Value the personal qualities of self-control, self-confidence, good sportsmanship, and respect for others that enable them to work and play with others for common goals.
7. Develop the basic knowledge and insights of mental and physical wellness.
8. Have the skills and knowledge needed to plan and enjoy the benefits of personal fitness (strength, endurance, flexibility, and good condition).
9. Value wellness for self, family, associates, and society.
10. Value efficient, effective, graceful movement.

1. Develop and use critical, creative, and logical thinking strategies and skills through the use of appropriate reading materials.
2. Acquire knowledge, become an independent reader, and experience enjoyment from reading.
3. Adopt life long reading practices that contribute to personal growth and knowledge by experiencing a wide variety of literary genres (novel, short story, poetry, drama, etc.).
4. Develop and apply skills in word recognition, vocabulary, and reading comprehension to various reading experiences.
5. Recognize ethical and aesthetic values through literature.
6. Gain an awareness, understanding, sensitivity and respect for cultural diversity and individual contributions through literary experiences.
7. Apply the concepts of the multicultural, nonsexist curriculum throughout the reading program.
8. Develop awareness of authors representing diverse backgrounds and traditions in literature.
9. Respond to reading experiences through oral and written communication (summarizing, interacting, assimilating, and evaluating materials read).
10. Develop and integrate appropriate reading strategies to improve learning in all curriculum areas.
11. Develop and apply study skills to meet the needs of a variety of reading purposes.

1. Achieve high levels of scientific literacy.
2. Learn science in a hands-on, minds-on science experience.
3. Recognize the contributions and achievements of diverse cultures and of women in the scientific world.
4. Develop a lifelong interest in science and science related issues that affect their daily lives.
5. Evaluate and select a career in science if it meets personal interests and abilities.
6. Develop the scientific background necessary to successful post secondary education through studies in regular and advanced placement science courses.

1. Civic responsibility and an active civic participation will be addressed through the development of the skills, knowledge, and attitudes needed for responsible participation in a democracy, through study and authentic experience.
2. Students will be given the opportunity to analyze perspectives of their life experiences so they see themselves as part of the larger human adventure in time and place.
3. Students will be expected to develop a critical understanding of the history, geography, economic, political, and social institutions, traditions, and values of the United States as expressed in both their unity and diversity.
4. Students will be expected to develop an understanding of other people and the unity and diversity of global institutions, traditions, and values.
5. Students will form and present critical attitudes and analytical perspectives appropriate to analysis of the human condition.