• Conceptual categories portray a coherent view of high school mathematics; a student’s work with functions, for example, crosses a number of traditional course boundaries, potentially up through and including calculus.

• Modeling is best interpreted not as a collection of isolated topics but in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (★). The star symbol sometimes appears on the heading for a group of standards; in that case, it should be understood to apply to all standards in that group.

1. Number and Quantity
2. Algebra
3. Functions
4. Modeling
5. Geometry
6. Statistics and Probability

• Apply and extend previous understandings of multiplication and division to divide fractions byfractions.
• Compute fluently with multi-digit numbers and find common factors and multiples.
• Apply and extend previous understandings of numbers to the system of rational numbers.

• Literature 
• Pages 64-65

• Informational Text 
• Pages 68-69

• Argumentative 
• Page 74

• Informative 
• Page 75

• Narrative 
• Page 76

• Research 
• Pages 77-78

• Comprehension, Collaboration, and Presentation 
• Pages 85-86

• Conventions, Language, and Vocabulary 
• Pages 90-93

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
3. Assess how point of view or purpose shapes the content and style of a text.

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• Literature 
• Pages 66-67

• Informational Text 
• Pages 70-71

• Argumentative 
• Page 79

• Informative 
• Page 80

• Narrative 
• Page 81

• Research 
• Pages 82-83

• Comprehension, Collaboration, and Presentation 
• Pages 87-88

• Conventions, Language, and Vocabulary 
• Pages 94-95

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
3. Assess how point of view or purpose shapes the content and style of a text.

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• Chemical Reactions
• Forces and Interactions
• Energy
• Waves and Electromagnetic Radiation
• Structure, Function, and Information Processing

• Interdependent Relationships in Ecosystems
• Growth, Development, and Reproduction of Organisms
• Natural Selection and Adaptations

• Space Systems
• History of Earth
• Earth’s Systems
• Weather and Climate
• Human Impacts

• Engineering Design

• Structure and Properties of Matter
• Chemical Reactions
• Forces and Interactions
• Energy
• Waves and Electromagnetic Radiation

• Structure and Function
• Matter and Energy in Organisms and Ecosystems
• Interdependent Relationships in Ecosystems
• Inheritance and Variation of Traits
• Natural Selection and Evolution

• Space Systems
• History of Earth
• Earth’s Systems
• Weather and Climate
• Human Sustainability

• Engineering Design

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.
• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external content.

• Creating: Conceiving and developing new artistic ideas and work.
• Presenting: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Presenting: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• 1.8.1 Apply locomotor and nonlocomotor movements into physical activities.
• 1.8.2 Demonstrate manipulative skills in a variety of environments and under a host of conditions.
• 1.8.3 Executemoderate and complex motor skills and movement patterns within physical activities.
• 1.8.4 Apply safe practices while participating in physical activities.

• 2.8.1 Apply knowledge of the critical elements in specialized skills.
• 2.8.2 Implement multiple strategies in physical activities.
• 2.8.3 Implementsafe practices for self and others while participating in physical activities.

• 3.8.1 Engage in a variety of moderate to vigorous physical activities.
• 3.8.2 Apply healthy activity patterns through participation in physical activity.
• 3.8.3 Demonstrate opportunities at school for regular participation in physical activities.

• 4.8.1 Develop a physical activity plan that includes training and conditioning principles to improve fitness.
• 4.8.2 Monitor physiological effects during various physical activities and intensity levels.

• 1.12.1 Demonstrate proficiency in multiple movement forms in physical activities.
• 1.12.2 Perform manipulative skills in combination with locomotor and/or nonlocomotor movements in a variety of environments and under a host of conditions.
• 1.12.3 Executecomplex motor skills and various movement patterns within physical activities.
• 1.12.4 Applysafe practices while participating in physical activities.

• 2.12.1 Analyze complex skills in a physical activity setting.
• 2.12.2 Analyzestrategies used in physical activity settings to improve movement skills.
• 2.12.3 Demonstratesafe practices for self and others while participating in physical activities.

• 3.12.1 Engage in a variety of moderate to vigorous physical activities.
• 3.12.2 Apply lifelong activity patterns through participation in physical activity.
• 3.12.3 Demonstrate opportunities at school for regular participation in physical activities.

• 4.12.1 Use personal fitness data to develop an exercise and physical activity plan to improve fitness.
• 4.12.2 Analyzehealthand fitness benefits derived from participation in various physical activities.

• 1.PCE.MS.1 Investigate the impact of a variety of healthy practices and behaviors to maintain or improve personal, community, and environmental health.
• 1.PCE.MS.2 Investigate the impact of communicable and non- communicable diseases.
• 1.PCE.MS.3 Connect the importance of accepting the similarities and differences of self and others as it relates to personal, community, and environmental health.
• 1.PCE.MS.4 Recognize an individual’s personal role within the family structure and within the community.
• 1.PCE.MS.5 Interpret personal susceptibility to injury, illness, or death based on genetics, family history, and health behaviors.
• 1PCE.MS.6a Describe how to register as a donor and the rules governing donor gifts pursuant to Nevada Law.
• 1.PCE.MS.6b Explain the individual and societal benefits of organ and tissue donation.
• 1.PCE.MS.6c
  List facts about organ and tissue donation.

• 1.ME.MS.1 Connect the relationship between mental health and physical health.
• 1.ME.MS.2 Identify how loss, grief, trauma, and emotional distress may influence self- injurious or suicidal behaviors.

• 1.NP.MS.1 Connect how healthy eating patterns, in accordance to the current federal Dietary Guidelines for Americans, lead to health promotion and disease prevention.
• 1.NP.MS.2 Compare the mental, social and physical benefits of daily moderate to vigorous physical activity.
• 1.NP.MS.3 Explain the importance of annual physical health examinations and responding appropriately to unusual aches and pains.

• 1.SUA.MS.1 Critique the pros and cons of using over-the- counter and prescription medications.
• 1.SUA.MS.2 Assess how alcohol, tobacco, marijuana, and other drugs impact health and disease prevention.

• 1.SIC.MS.1 Examine how health risk behaviors influence safety and injury prevention practices.
• 1.SIC.MS.2a Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation (CPR) according to the guidelines of the American Heart Association.
• 1.SIC.MS.2b Discuss the purpose, operation, and safe use of an automated external defibrillator (AED).

• 1.PS.MS.1 Define personal boundaries and clear limits for self and recognize personal boundaries of others.
• 1.PS.MS.2 Investigate the impact of various abusive and coercive behaviors including mental, physical, social, economic, and legal consequences.
• 1.PS.MS.3 Summarize the reporting process and include where, when, and to whom to report unsafe situations.
• 1.PS.MS.5
  Define human trafficking and ways to get help.
• 1.PS.MS.6 Compare the advantages and disadvantages of communicating using technology and social media.

• 1.HRS.MS.1 Explain the structures and functions of the human reproductive systems using correct anatomical terms.
• 1.HRS.MS.2 Describe the physical, social, cognitive and emotional changes of adolescence. 2
• 1.HRS.MS.3 Explain the scientific process of human reproduction.
• 1.HRS.MS.4a Describe the signs and symptoms of a pregnancy. 2
• 1.HRS.MS.4b Explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms. 
• 1.HRS.MS.4c Identify prenatal practices that can contribute to or compromise a healthy pregnancy. 
• 1.HRS.MS.4d Identify the laws relating to pregnancy, abortion, adoption, and parenting
• 1. HRS.MS.5a Classify the related communicable diseases (STDs/STIs), including HIV/AIDS,
  by signs and symptoms, treatments, and modes of transmission.
• 1.HRS.MS.5b Discuss current preventative approaches, including, but not limited to, HPV vaccinations to combat HIV/AIDS and related communicable diseases (STDs/STIs).
• 1.HRS.MS.5d Compare and contrast behaviors, including abstinence, to determine the potential transmission risk of related communicable diseases (STDs/STIs) and HIV/AIDS. 2
• 1.HRS.MS.6 Compare and contrast the characteristics of healthy and unhealthy relationships. 2
• 1.HRS.MS.7a Define sexual consent and explain its implications for sexual decision- making. 2
  1.HRS.MS.7b Discuss laws relating to the sexual conduct of minors, including consent, and criminal sexual conduct.

• 2.AF.MS.1 Explain how the perceptions of current social expectations influence healthy and unhealthy behaviors.

• 3.AI.MS.1 Analyze the validity of health information, products and services. 1

• 4.IC.MS.1
  Apply effective verbal and nonverbal communication skills to enhance health. 1
• 4.IC.MS.2 Demonstrate refusal and negotiation skills to avoid or reduce health risks. 1

• 5.DM.MS.1 Predict the potential short- term impact of healthy and unhealthy decisions on self and others. 1
• 5.DM.MS.2 Analyze the outcomes of a health-related decision. 1
• 5.DM.MS.3 Choose healthy alternatives over unhealthy alternatives when making a decision. 1

• 6.GS.MS.1
  Apply strategies and skills needed to attain a health goal. 1
• 6.GS.MS.2 Describe how health goals can vary with changing abilities, priorities, and responsibilities.1

• 7.SM.MS.1 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 1
• 7.SM.MS.2 Demonstrate behaviors that avoid or reduce health risks to self and others. 1
• 7.SM.MS.3 Explain the importance of assuming responsibility for personal health behaviors. 1

• 8.AV.MS.1 Demonstrate how to influence and support others to make positive health choices. 1

• 1.PCE.HS.1 Evaluate the impact of a variety of healthy practices and behaviors to maintain or improve personal, community, and environmental health.
• 1.PCE.HS.2 Evaluate the impact of communicable and non- communicable diseases.
• 1.PCE.HS.3 Analyze the importance of accepting the similarities and differences of self and others as it relates to personal, community, and environmental health.
• 1.PCE.HS.4 Evaluate how an individual’s family structure impacts other families and the community.
• 1.PCE.HS.5 Evaluate the impact genetics, family history, health behaviors, and stress have on individual health.
• 1.PCE.HS.6a Explain how to register as an organ and tissue donor.
• 1.PCE.HS.6b Summarize individual and societal benefits of organ and tissue donation.
• 1.PCE.HS.6c Analyze factual information about organ tissue and donation.

• 1.ME.HS.1 Investigate the relationship between mental health and physical health.
• 1.ME.HS.2 Analyze ways to decrease the risk of self- injurious or suicidal behaviors.

• 1.NP.HS.1 Investigate how personal healthy eating patterns, in accordance to the current federal Dietary Guidelines for Americans, lead to health promotion and disease prevention.
• 1.NP.HS.2 Analyze the mental, social and physical benefits of daily moderate to vigorous physical activity.
• 1.NP.HS.3 Evaluate the importance of annual physical health examinations and responding appropriately to unusual aches and pains.

• 1.SUA.HS.1 Analyze the effects of long- term use and abuse of over- the-counter and prescription medications.
• 1.SUA.HS.2 Analyze the effects of long- term use and abuse of alcohol, tobacco, marijuana, and other drugs as they relate to health and disease prevention..

• 1.SIC.HS.1 Critique how health risk behaviors influence safety and injury prevention practices.
• 1.SIC.HS.2a Perform the psychomotor skills required for the administration of hands-only cardiopulmonary resuscitation (CPR) according to the guidelines of the American Heart Association.
• 1.SIC.HS.2b Explain the purpose, operation and safe use of an automated external defibrillator (AED).

• 1.PS.HS.1 Develop personal boundaries and clear limits for self and recognize the importance of not violating the personal boundaries of others.
• 1.PS.HS.2 Analyze the impact related to various abusive and coercive behaviors including mental, physical, social, economic, and legal consequences.
• 1.PS.HS.3 Diagram the reporting process and include where, when, and whom to report unsafe situations.
• 1.PS.HS.5 Discuss laws regarding human trafficking.
• 1.PS.HS.6 Evaluate the potentially positive and negative roles of technology and social media in relationships.
• 
  

• 1.HRS.HS.1 Analyze the role hormones play within the structures and functions of the human reproductive systems.
• 1.HRS.HS.2 Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood.2
• 1.HRS.HS.3 Analyze the scientific process of human reproduction.
• 1.HRS.HS.4a Explain the impact a pregnancy has on the body.
• 1.HRS.HS.4b Compare and contrast the advantages and disadvantages of various methods of contraception, including abstinence and condoms.
• 1.HRS.HS.4c Examine prenatal practices that can contribute to or compromise a healthy pregnancy. 
• 1.HRS.HS.4d Compare and contrast the laws relating to pregnancy, abortion, adoption, and parenting. 2
• 1.HRS.HS.5a Describe signs and symptoms, treatments, and modes of transmission of related communicable diseases (STDs/STIs),including HIV/AIDS.
  1.HRS.HS.5b Describe current preventative approaches, including, but not limited to, HPV vaccinations to combat HIV/AIDS and related communicable diseases (STDs/STIs).
  1.HRS.HS.5c Describe the laws related to sexual health care services, including related communicable diseases (STD/STIs) and HIV/AIDS testing and treatment. 2
• 1.HRS.HS.5d Evaluate the effectiveness of abstinence, condoms and other safer sex methods in preventing the spread of related communicable diseases (STDs/STIs), including HIV/AIDS. 2
• 1.HRS.HS.6 Describe characteristics of healthy and unhealthy romantic and/or sexual relationships. 2
• 1.HRS.HS.7a Analyze factors that can affect the ability to give or recognize consent to sexual activity.
  1.HRS.HS.7b Analyze laws relating to the sexual conduct of minors, including consent, and criminal sexual conduct.

• 2.AF.HS.1 Analyze how the perceptions of current social expectations influence healthy and unhealthy behaviors.

• 3.AI.HS.1 Evaluate the validity of health information, products and services. 1

• 4.IC.HS.1
  Utilize skills for communicating effectively with family, peers, and others to enhance health. 1
• 4.IC.HS.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks. 1

• 5.DM.HS.1 Compare the potential short- term and long- term impact of healthy and unhealthy decisions on self and others. 1
• 5.DM.HS.2 Evaluate the effectiveness of health-related decisions. 1
• 5.DM.HS.3 Defend the healthy choice when making a decision. 1

• 6.GS.HS.1 Implement strategies and monitor progress in achieving a health goal. 1
• 6.GS.HS.2 Formulate an effective long- term health plan.1

• 7.SM.HS.1 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others. 1
• 7.SM.HS.2 Demonstrate a variety of behaviors that avoid or reduce health risks to self and others. 1
• 7.SM.HS.3 Analyze the role of individual responsibility in enhancing health. 1

• Demonstrate advocacy for improving personal, family, and community health. 1

• Read, analyze, and integrate challenging material into original writing.
• Use a process approach to write complete, coherent, and well-developed thesis-driven essays.
• Employ appropriate documentation to support research-based essays.
• Identify purpose, audience, and rhetorical situation.
• Use appropriate technologies to prepare written assignments.

1. Discuss how they are responsible for creating their own successful college experience,
2. Practice positive behavioral changes,
3. Locate and utilize campus and community resources,
4. Identify and employ specific active learning strategies such as:
   • Setting realistic and attainable goals
   • Managing priorities effectively
   • Reducing stress
   • Discovering and using one’s dominant learning style to best advantage
   • Reading texts with improved focus, comprehension, and retention
   • Listening and comprehending lectures
   • Taking effective, useful notes
   • Improving memory and recall techniques
   • Preparing for and taking tests successfully
   • Presenting clear oral and written reports
   • Improving creative and critical thinking skills
5. Locate and utilize a variety of library and technical resources,
6. Implement plans to effectively manage financial resources,
7. Understand personal health and wellness issues,
8. Recognize and understand the value and complexity of a diverse society,
9. Develop stronger and healthier relationships, and
10. Develop a personal, unique career development plan.

The standards in this document are designed to clearly state what the student should know and be able to do upon completion of an advanced high school Criminal Justice program.

Skills You'll Learn

• Reading and analyzing articles, studies, and other texts

• Gathering and combining information from sources

• Viewing an issue from multiple perspectives

• Crafting arguments based on evidence

The AP Seminar assessment has three parts: two performance tasks—which you’ll complete over the course of the year and submit online for scoring through the AP Digital Portfolio—and the end-of-course AP Exam. The end-of-course exam is a fully digital exam in the Bluebook testing app and all responses are automatically submitted at the end of the exam. The three parts of the assessment measure your proficiency in the course skills, and all contribute to your final AP score on a scale of 1–5.

• Conducting independent research

• Analyzing sources and evidence

• Applying context and perspective

• Writing a college-level academic paper

• Presenting research findings to an audience

There is no end-of-course written exam for AP Research. Instead, you’ll be assessed on performance tasks you complete that are based on your yearlong research project: an academic paper (which you’ll submit online for scoring through the AP Digital Portfolio), a presentation, and an oral defense of your research. These components all contribute to your final AP score on a scale of 1–5.

Skills You'll Learn

• Connecting geographic concepts and processes to real-life scenarios

• Understanding information shown in maps, tables, charts, graphs, infographics, images, and landscapes

• Seeing patterns and trends in data and in visual sources such as maps and drawing conclusions from them

• Understanding spatial relationships using geographic scales

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

Students will learn proper form, technique, and safety in various exercises, including weight training, functional movements, and endurance activities. The course emphasizes setting realistic goals, tracking progress, and adapting programs to meet individual needs. By fostering teamwork, discipline, and self-motivation, students will enhance their physical capabilities, preparing them for athletic performance and long-term fitness.

Key standards include:

• Demonstrating competency in motor skills and movement patterns for strength and conditioning activities (NV PE Standards 1.8.1, 1.12.1)

• Understanding and applying principles of training, including overload, progression, and specificity (NV PE Standards 2.8.3, 2.12.3)

• Participating in regular physical activity to achieve and maintain a health-enhancing level of fitness (NV PE Standards 3.8.1, 3.12.1)

• Demonstrating knowledge of proper nutrition and how it supports fitness goals (NV PE Standards 4.8.4, 4.12.4)

This course prepares students to take responsibility for their physical health, build strong fitness foundations, and develop the skills necessary to maintain an active and balanced lifestyle well beyond their school years.

Through this course, students will explore different debate formats (such as Lincoln-Douglas, policy, and public forum) and speech categories (such as informative, persuasive, and extemporaneous speaking). The course emphasizes developing confidence, clarity, and persuasion in public speaking, as well as fostering active listening, respect for diverse viewpoints, and the ability to engage in civil discourse.

Key standards include:

• Engaging effectively in a range of collaborative discussions and debates, expressing ideas clearly and persuasively (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

• Evaluating a speaker’s argument, reasoning, and evidence to assess validity and relevance (NV ELA Standards SL.7.3, SL.8.3, SL.9-10.3)

• Presenting information, findings, and evidence clearly and logically to support a particular point of view (NV ELA Standards SL.7.4, SL.8.4, SL.9-10.4)

• Researching to gather, evaluate, and synthesize evidence to prepare for arguments (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

This course equips students with essential communication and analytical skills, preparing them to excel in academic, professional, and civic environments. It encourages critical engagement with complex issues and promotes respectful, reasoned discourse as a foundation for active participation in society.

Students will engage in regular rehearsals, develop listening and interpretive skills, and learn the fundamentals of music theory as it applies to vocal performance. Through solo and group performances, students will build confidence, discipline, and the ability to work as part of a cohesive musical ensemble. They will also reflect on the cultural and historical contexts of the music they perform, enhancing their awareness of music’s role in society.

Key standards include:

• Singing a variety of choral repertoire with accuracy, expression, and attention to musical detail (NV Fine Arts Standards MU:Pr4.1.7a, MU:Pr4.1.8a, MU:Pr4.1.E.5a)

• Developing vocal techniques, including breath control, tone production, diction, and pitch accuracy (NV Fine Arts Standards MU:Pr5.1.7a, MU:Pr5.1.8a, MU:Pr5.1.E.5a)

• Reading and interpreting musical notation and symbols for effective sight-singing and performance (NV Fine Arts Standards MU:Pr4.2.7a, MU:Pr4.2.8a, MU:Pr4.2.E.5a)

• Reflecting on and evaluating personal and group performances to improve technical and artistic quality (NV Fine Arts Standards MU:Re9.1.7a, MU:Re9.1.8a, MU:Re9.1.E.5a)

This course nurtures a lifelong love of music, strengthens students’ abilities as performers, and encourages collaboration and self-expression through the art of choral singing.

These revised Nevada Academic Content Standards for Fine Arts are to guide districts and schools as they create elective coursework encompassing five disciplines: Visual Arts, Music, Theater, Dance, and Media Arts, predicated on a belief that Artistic Literacy provides students with an ability to create, present, critique, and connect art to their academic studies, lives, and the world around them. While all schools may not offer coursework in each discipline, these standards exemplify a growing body of work that allows students to fully realize artistic attitudes and apply this learning to college, career, and community life goals.

Through participation in fitness walks, goal tracking, and personal fitness planning, students will learn how to monitor their heart rate, measure distances, and maintain proper form to maximize the benefits of walking. The course also focuses on strategies for developing and maintaining a healthy lifestyle, encouraging students to engage in regular physical activity beyond the classroom.

Key standards include:

• Participating in walking activities that improve cardiovascular fitness and overall health (NV PE Standards 3.8.1, 3.12.1)

• Setting personal fitness goals and tracking progress through walking activities (NV PE Standards 4.8.1, 4.12.1)

• Demonstrating knowledge of safety, posture, and proper techniques in walking for fitness (NV PE Standards 2.8.2, 2.12.2)

• Understanding the benefits of physical activity for mental, emotional, and physical health (NV PE Standards 5.8.1, 5.12.1)

This course equips students with the knowledge and skills to incorporate walking as a sustainable, enjoyable form of exercise that promotes lifelong fitness and well-being.

Through comparative analysis of myths and folklore from diverse regions, students will learn to identify universal themes such as creation, heroism, morality, and the human condition. They will also explore the symbolic language and archetypes commonly found in mythological traditions, and how these stories reflect the values and beliefs of the cultures that created them.

Key standards include:

• Analyzing themes, characters, and settings in folklore and mythology from different cultures (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Comparing and contrasting myths, legends, and folktales across cultures and time periods (NV ELA Standards RL.7.9, RL.8.9, RL.9-10.9)

• Conducting research to explore the historical and cultural contexts of mythological narratives (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Writing creative and analytical pieces that interpret or reimagine mythological and folkloric stories (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

This course encourages students to appreciate the timeless power of storytelling, offering insights into how mythology and folklore reflect human experience and continue to influence contemporary culture, literature, and art.

Through hands-on activities, case studies, and experiments, students will analyze human behavior, thought processes, and emotions from various psychological perspectives. The course fosters critical thinking, empathy, and self-awareness, helping students recognize the complexity of mental health and human interactions while building a foundation for future studies in the behavioral sciences.

Key standards include:

• Understanding the biological basis of behavior and the role of the brain, nervous system, and hormones in shaping thoughts and actions (NV Science Standards LS1.D, LS1.A)

• Exploring psychological development across the lifespan, including cognitive, social, and emotional growth (NV Social Studies Standards SS.6-8.WHI.5, SS.9-12.EWH.1)

• Applying research methods to understand behavior, including observation, experimentation, and ethical considerations (NV Science Standards S.6-8.N.2, S.9-12.N.1)

• Examining the effects of culture, society, and environment on behavior and mental processes (NV Social Studies Standards SS.6-8.CE.5, SS.9-12.CE.1)

This course equips students with the tools to better understand themselves and others, fostering skills in critical analysis, research, and emotional intelligence, and preparing them for further study in psychology and related fields.

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

These revised Nevada Academic Content Standards for Fine Arts are to guide districts and schools as they create elective coursework encompassing five disciplines: Visual Arts, Music, Theater, Dance, and Media Arts, predicated on a belief that Artistic Literacy provides students with an ability to create, present, critique, and connect art to their academic studies, lives, and the world around them. While all schools may not offer coursework in each discipline, these standards exemplify a growing body of work that allows students to fully realize artistic attitudes and apply this learning to college, career, and community life goals.

Students will engage in regular rehearsals, develop listening and interpretive skills, and learn the fundamentals of music theory as it applies to vocal performance. Through solo and group performances, students will build confidence, discipline, and the ability to work as part of a cohesive musical ensemble. They will also reflect on the cultural and historical contexts of the music they perform, enhancing their awareness of music’s role in society.

Key standards include:

• Singing a variety of choral repertoire with accuracy, expression, and attention to musical detail (NV Fine Arts Standards MU:Pr4.1.7a, MU:Pr4.1.8a, MU:Pr4.1.E.5a)

• Developing vocal techniques, including breath control, tone production, diction, and pitch accuracy (NV Fine Arts Standards MU:Pr5.1.7a, MU:Pr5.1.8a, MU:Pr5.1.E.5a)

• Reading and interpreting musical notation and symbols for effective sight-singing and performance (NV Fine Arts Standards MU:Pr4.2.7a, MU:Pr4.2.8a, MU:Pr4.2.E.5a)

• Reflecting on and evaluating personal and group performances to improve technical and artistic quality (NV Fine Arts Standards MU:Re9.1.7a, MU:Re9.1.8a, MU:Re9.1.E.5a)

This course nurtures a lifelong love of music, strengthens students’ abilities as performers, and encourages collaboration and self-expression through the art of choral singing.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.
• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

• Creating: Conceiving and developing new artistic ideas and work.
• Performing: Realizing artistic work through interpretation and presentation.
• Responding: Understanding and evaluating how the arts convey meaning.
• Connecting: Relating artistic ideas and work with personal meaning and external context.

Students will learn the principles of journalism, photography, layout design, and digital publishing while fostering creativity, collaboration, and critical thinking. Through hands-on projects, students will research, write, edit, and present content, meeting Nevada’s expectations for developing effective communication and media literacy. This course will prepare students for real-world media production applications and provide opportunities to practice leadership and teamwork within a journalistic context.

Through hands-on projects, students will experiment with various methods such as slab building, coiling, and pinch pot construction, as well as gain proficiency on the potter’s wheel. They will also study the elements and principles of design as applied to three-dimensional works, learning how to shape and finish ceramic pieces with attention to form, function, and aesthetics. The course encourages creativity, problem-solving, and craftsmanship while fostering an appreciation for the tactile and transformative nature of ceramics.

Key standards include:

• Creating original ceramic works using a variety of hand-building and wheel-throwing techniques (NV Fine Arts Standards VA:Cr2.1.7a, VA:Cr2.1.8a, VA:Cr2.1.E.5a)

• Demonstrating an understanding of the properties of clay, glazing, and firing processes (NV Fine Arts Standards VA:Cr2.2.7a, VA:Cr2.2.8a, VA:Cr2.2.E.5a)

• Applying the elements of art and principles of design to create aesthetically pleasing ceramic forms (NV Fine Arts Standards VA:Cr3.1.7a, VA:Cr3.1.8a, VA:Cr3.1.E.5a)

• Analyzing and reflecting on the cultural, historical, and contemporary uses of ceramics in various societies (NV Fine Arts Standards VA:Re7.1.7a, VA:Re7.1.8a, VA:Re7.1.E.5a)

This course helps students develop technical skills, artistic expression, and an understanding of ceramics as both a functional craft and a fine art, preparing them for continued study or personal practice in the field.

Students will examine the elements of film, including cinematography, editing, sound, and narrative structure, while engaging in discussions about the social, political, and cultural contexts of the films studied. Through hands-on projects, such as creating short films, writing screenplays, and conducting film analyses, students will develop their creative skills and gain insight into the filmmaking process. The course promotes critical thinking, creativity, and collaboration while encouraging students to articulate their thoughts and opinions on film.

Key standards include:

• Analyzing and interpreting the themes, characters, and cinematic techniques used in films (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Evaluating the impact of historical, cultural, and social contexts on film production and reception (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Creating original film projects that demonstrate an understanding of storytelling, visual composition, and sound design (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

• Developing media literacy skills to critically analyze and discuss film as a form of communication (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

This course aims to equip students with the skills to critically engage with film, fostering an appreciation for cinema as a powerful medium for artistic expression and cultural commentary, and preparing them for future studies in film, media, and related fields.

Students will examine the elements of film, including cinematography, editing, sound, and narrative structure, while engaging in discussions about the social, political, and cultural contexts of the films studied. Through hands-on projects, such as creating short films, writing screenplays, and conducting film analyses, students will develop their creative skills and gain insight into the filmmaking process. The course promotes critical thinking, creativity, and collaboration while encouraging students to articulate their thoughts and opinions on film.

Key standards include:

• Analyzing and interpreting the themes, characters, and cinematic techniques used in films (NV ELA Standards RL.7.2, RL.8.2, RL.9-10.2)

• Evaluating the impact of historical, cultural, and social contexts on film production and reception (NV ELA Standards W.7.7, W.8.7, W.9-10.7)

• Creating original film projects that demonstrate an understanding of storytelling, visual composition, and sound design (NV ELA Standards W.7.3, W.8.3, W.9-10.3)

• Developing media literacy skills to critically analyze and discuss film as a form of communication (NV ELA Standards SL.7.1, SL.8.1, SL.9-10.1)

This course aims to equip students with the skills to critically engage with film, fostering an appreciation for cinema as a powerful medium for artistic expression and cultural commentary, and preparing them for future studies in film, media, and related fields.

Students will engage in hands-on practice, learning proper techniques, rules, and etiquette for each sport while understanding the importance of maintaining an active lifestyle throughout their lives. The course will also focus on goal-setting, teamwork, and the development of leadership skills, encouraging students to participate in physical activities beyond the classroom.

Key standards include:

• Demonstrating competency in motor skills and movement patterns necessary for participating in lifetime sports (NV PE Standards 1.8.1, 1.12.1)

• Understanding and applying the rules, strategies, and etiquette of various lifetime sports (NV PE Standards 2.8.3, 2.12.3)

• Participating regularly in physical activity to achieve and maintain a health-enhancing level of fitness (NV PE Standards 3.8.1, 3.12.1)

• Recognizing the benefits of physical activity for mental, emotional, and social well-being (NV PE Standards 5.8.1, 5.12.1)

This course aims to equip students with the knowledge and skills to engage in a variety of sports and activities throughout their lives, fostering a lifelong commitment to health and fitness while promoting social connections and personal enjoyment.

Students will learn about the components of fitness, including cardiovascular endurance, muscular strength, flexibility, and body composition. They will explore the principles of training, goal-setting, and nutrition, while engaging in various physical activities that promote fitness and overall health. The course will also emphasize the importance of developing a balanced fitness routine that incorporates strength training, aerobic exercise, and flexibility work.

Key standards include:

• Understanding and applying the components of fitness and their relationship to overall health (NV PE Standards 1.8.1, 1.12.1)

• Designing and implementing a personalized fitness program that addresses individual goals and needs (NV PE Standards 2.8.3, 2.12.3)

• Participating in a variety of fitness activities to develop cardiovascular endurance, muscular strength, and flexibility (NV PE Standards 3.8.1, 3.12.1)

• Analyzing the impact of nutrition on physical performance and overall health (NV PE Standards 4.8.4, 4.12.4)

This course aims to equip students with the knowledge, skills, and motivation to take responsibility for their fitness and health, fostering a lifelong commitment to physical activity and wellness.

Students will engage in a variety of activities that emphasize critical thinking, real-world applications, and collaborative learning. The course will cover essential topics such as arithmetic operations, fractions, decimals, percentages, geometry, and basic algebra, ensuring students gain a solid understanding of these concepts. Through hands-on projects, interactive technology, and practice problems, students will build their mathematical reasoning and develop effective study strategies.

Key standards include:

• Mastering fundamental math operations, including addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals (NV Math Standards 6.NS.1, 7.NS.1)

• Applying problem-solving strategies to real-world scenarios and mathematical challenges (NV Math Standards 6.RP.1, 7.RP.1)

• Understanding and using basic geometric concepts, including area, perimeter, volume, and properties of shapes (NV Math Standards 6.G.1, 7.G.1)

• Developing skills in interpreting and representing data using graphs, charts, and tables (NV Math Standards 6.SP.4, 7.SP.4)

This course aims to empower students with the skills and confidence needed to succeed in mathematics, fostering a positive attitude toward learning and helping them develop a strong foundation for future academic achievement.

Students will engage with a diverse array of texts, including novels, short stories, poetry, and informational articles, to improve their comprehension, analytical, and interpretive skills. Through various writing exercises, they will learn to craft clear and coherent narratives, informative essays, and persuasive pieces while developing their unique voices as writers. Additionally, the course emphasizes the importance of collaborative discussions and presentations, promoting active listening and respectful dialogue among peers.

Key standards include:

• Analyzing and discussing literary elements, themes, and character development in diverse texts (NV ELA Standards RL.6.1, RL.7.1, RL.8.1)

• Developing writing skills for different purposes and audiences, including narrative, expository, and argumentative writing (NV ELA Standards W.6.2, W.7.2, W.8.2)

• Engaging in collaborative discussions, articulating ideas clearly, and responding to peers with respect and consideration (NV ELA Standards SL.6.1, SL.7.1, SL.8.1)

• Demonstrating knowledge of language conventions, including grammar, punctuation, and vocabulary usage (NV ELA Standards L.6.1, L.7.1, L.8.1)

This course aims to equip middle school students with the foundational skills needed for proficient reading and writing, effective communication, and critical thinking, fostering a supportive and engaging environment that encourages a lifelong appreciation for literature and learning.

CERT exams take the guess work out of Curriculum-Instruction-Assessment cycle, guaranteeing the most accurate experience on the most critical tests. This allows students, teachers, principals, and parents to know exactly the needs of individual students as they pursue College Readiness and high performance on state mandated assessments at once.

Individual Learning Paths

Teachers are faced with a near impossible task: meet EACH student where she is and take her to where she aspires to be. Schools who approach this challenge honestly are seeking to support teachers with new and innovative tools to aid in the differentiation process. CERT’s student experience is a robust instructional environment that offers thousands of tutorials and lessons based entirely and exactly on individual student need.

Our intuitive platform identifies underlying skill deficiencies on an individual basis, designs an individual learning pathway for the student, provides research based instructional videos, and alerts the student’s teachers of individual strengths and weaknesses based on ACT® College and Career Readiness Standards (and/or) SAT® College College and Career Readiness Benchmarks, the Common Core State Standards, and (often) state-specific standards. With CERT, no student is left behind instructionally.

Robust Analytics

Can we agree on something? The deepest curriculum imaginable paired with the most effective instructional practices conceivable are relegated to futility if not driven by the most critical data available. Principals and teachers are yoked to the burden of college readiness for every student, as typically measured by the ACT® or SAT®. How certain are our educators of future student performance on these tests? Uncertain at best, and totally blindfolded at worst. The truth is, teachers and principals need real, actionable data to inform a standards-based instructional process.

Our reports are strategically designed to provide the greatest degree of insight with the least amount of effort. Because CERT was developed with principals, teachers, parents, and students at the table, the analytical design is tailored to the actual, specific needs of all stakeholders, not the theoretical dreams that tend to come from most assessment programs. After all, data serves but one purpose – telling the evolving story of improving student outcomes.

Professional Test Prep

Let’s be clear – CERT is an assessment program with individualized remediation based on student and group performance. If we’re being honest, however, preparing well for standardized college exams matters, as a single point can be the difference between a qualifying and disqualifying score for admission or scholarship. For this reason, CERT has included test-prep strategies throughout the student remedial experience. This happens by way of question timing, question type analytics, and test-prep strategies for each of the four subject areas.

All CERT video test prep is provided by an expert ACT®/SAT® tutor, who is also the founder and CEO of ePrep, the parent company of CERT. Our tutor has decades of experience in preparing students of all ability levels for some of the nations’ most prestigious colleges and universities. Don’t trust just any company with “prep” in the name. Rather, trust the professionals who have perfected the methodology that all others are trying to mimic.