Iowa's
school districts provide a quality comprehensive education for the children and
youth of their communities. The
comprehensive education includes all curricular areas and various programs and
services. The content areas of the curriculum include literacy, mathematics,
science, social studies, career and technical education, the arts, foreign
language, and health and physical education. Programs and services include
distance learning, service learning, before-after school programs, guidance and
counseling, and instructional media and school technology. Information about
students with unique learning needs and programs and services to address their
needs, such as special education, alternative education, dropout prevention,
gifted education and talent development, and education of the homeless, is
presented under Diverse Learners.
Iowa has 10 area education agencies (AEAs).
The AEAs function as an
intermediate service unit and assist the Department of Education in providing services and support to school districts and to schools. Visit the official Iowa AEA website for more information.
Using the state law as a general guideline, each local school board and district is required to select their specific curriculum, textbooks, and classroom instructional materials.
In 2005 the State Department, in collaboration with representatives from various education stakeholder groups, developed a Iowa Core Curriculum for high school math, science and literacy. Future plans for the Iowa Core Curriculum include expanding it to include additional subject areas and grade levels.
Information provided here offers a general overview of several content areas provided by Iowa schools.
Information for administrators, teachers, area education agencies, students, parents and other individuals who have an interest in arts education in the state of Iowa to assist in obtaining information concerning Iowa Code, professional organizations, best practice and research data, grants/contests/competitions and meeting/convention dates.
Career Education is the identification and development of students' personal interests, preferences, and skills, which connect instruction to future careers.
The purpose of the Iowa Department of Education HIV/AIDS Education Program is to conduct activities that establish, strengthen, or expand HIV/STD prevention education and integrate such education into existing comprehensive school health programs. The target population of the goals, objectives, and activities are school-age youth, enrolled or not enrolled in Iowa public and private schools.
Information about mathematic initiatives, Iowa Code, Presidential Awards programs, the federal Math/Science Partnership grant program, and other topics related to math education. All students should learn important mathematical concepts and processes with understanding.
The motor domain is integral to the complete educational process.Education of and through the physical should include optimal development of physique, organic function and motor skill.Quality programs serve the needs of all students.
The purpose of the guide is to provide counselors, student service personnel, and administrators of Iowa's K-12 schools and community colleges with a practical resource for designing and/or improving locally established comprehensive counseling and guidance programs.
Information about science initiatives, Iowa Code, Presidential Awards programs, the federal Math/Science Partnership grant program, and other topics related to science education.
The Iowa Online Advanced Placement Academy (IOAPA) has
been established to deliver Advanced Placement (AP) courses
to high school students across the State of Iowa utilizing Apex Learning
on-line technology and the Iowa Communications Network (ICN). AP gives
students an opportunity to take college-level courses and exams while
still in high school. The focus of IOAPA is on accredited
rural and small schools in Iowa.
Iowa Learning Online is designed to help local Iowa
school districts expand learning opportunities for
their high school students through courses delivered
"at a distance" using technologies such as the Internet
and interactive video classrooms connected to the
Iowa Communications Network (ICN). Students enroll
in Iowa Learning Online courses through their local
school district.
On April 25, 2008, the Iowa legislature approved mandating the Iowa Core Curriculum for all students in grades 9-12 by 2012 and grades K-8 by 2014. The Iowa Core Curriculum (also known as Model Core Curriculum) provides local school districts and nonpublic schools a guide to delivering instruction based on consistent, challenging and meaningful content to students. The curriculum identifies the essential concepts and skill sets for literacy, mathematics, science and social studies, as well as 21st century learning skills (civic literacy, financial literacy, technology literacy, health literacy, and employability skills). Governor Chet Culver signed the bill into law on May 1, 2008.
The Iowa Core Curriculum (also known as Model Core Curriculum) provides
local school districts a guide to delivering instructional content that
is challenging and meaningful to students. The curriculum identifies
the essential concepts and skill sets for literacy, mathematics,
science and social studies, as well as 21st century learning skills
(civic literacy, financial literacy, technology literacy, health
literacy, and employability).
The Iowa Core Curriculum aligns with Iowa’s mandated core content
standards in reading, math and science, which were enacted by the 2007
legislature.
In this Iowa Department of
Education podcast, Director Judy Jeffrey talks about the Iowa Core
Curriculum.
A detailed description of each essential
concept and skill sets for the Iowa Core Curriculum for Iowa High
Schools and an example of each illustrated through the International
Center for Leadership in Education's Rigor and Relevance Framework is
available at www.iowamodelcore.org.
Information Literacy Planner Form for facilitating collaboration between librarian and classroom teachers when planning information literacy (research or production) units or activities. Information Literacy Planner
Health Note Taking Guide Form for students to use when extracting information from print and electronic sources for the drug research. Health Note Taking Guide
Scientific Issues Project Overview of a 5-day information literacy unit integrated into science classes. Scientific Issues Project Science Day 1 Activity sheet for using EBSCOhost database. Science Day 1 Science Day 2 Activity sheet for evaluating resources (evaluative criteria). Science Day 2
Science Day 3 Activity sheet for using SIRS database. Science Day 3
Science Bib Guidelines is a description of the evaluative annotated bibliography. Science Bib Guidelines
Science Bib Assessment Guide used when assessing the evaluative annotated bibliographies. Science Bib Assessment
Science Sample Bib is a sample of a student's evaluative annotated bibliography. Science Sample Bib
English Symposium Intro is an overview of month-long literacy and information literacy project taught collaboratively by English teachers and librarians. English Symposium Intro
English Symposium Timeline is a day-by-day outline of the symposium unit. English Symposium Timeline
Work on the Iowa Core Curriculum began in 2005, when the Iowa legislature passed Senate File 245. The Iowa Department of Education collaborated with representative’s from various education stakeholder groups to develop the core curriculum for high school math, science, and literacy.
This work was expanded in 2007, when the Iowa legislature not only passed state mandated standards, but expanded the Iowa Core Curriculum by enacting Senate File 588. This legislation called for the Iowa Core Curriculum to also include grades kindergarten through 8th grade and the additional subject areas of social studies and 21st century learning skills.
The Work
To develop the Iowa Core Curriculum, the Iowa Department of Education convened a Project Lead Team and Work Teams in the content areas of literacy, mathematics, and science.
The charge given to the Project Lead Team was to define and collaborate with subcommittees in identifying the essential content and skills of a world-class core curriculum. The team also was asked to present its findings to the State Board of Education in partial fulfillment of SF 245. The initial phase of the project work focused on the areas of literacy, mathematics, and science.
Important considerations in completing this work included the following:
The needs of students. These needs include not only legacy content like reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past, but also those Marc Prensky, author of 'Digital Natives, Digital Immigrants' refers to as future content (2001). The 'future' content is digital and technological, including software, hardware, robotics, nanotechnology, and genomics and the ethics, politics, sociology, and languages that come with them.
The needs of a changing workforce. According to the U.S. Department of Labor, jobs requiring science, engineering, and technical training will increase by 51 percent between 1998 and 2008, four times faster than overall job growth. By 2008, there will be six million job openings for scientists, engineers, and technicians.
The need to remain globally competitive. The sheer number of college graduates from other countries will change world dynamics. No longer do students from foreign countries have to come to the U.S. for higher education. No longer with the U.S. have enough engineers and scientists to fill the needs. Other countries will have the numbers that create new ideas, building companies that launch innovations, and produce goods wanted by the world.
The Outcome
The most critical curriculum in literacy, mathematics, and science has been identified for Iowa educators. This is based upon a review of research and best practice literature; examination of national standards; and information from Iowa Testing Services, the National Assessment of Education Progress, ACT, and the College Board.
Iowa graduates who know these essential concepts and possess these essential skills should find success in any post-high school endeavor, whether that be in a classroom or the workplace.
The Iowa Core Curriculum encourages instructional practices that deeply engage students by requiring them to be active learners and critical thinkers who can apply their learning to new and unpredictable situations.
As a district determines the courses it will accept as part of the 4-3-3-3 graduation requirement, educators are encouraged to review local curriculum to ensure that these skills and concepts are part of the educational program of every graduate.
In Iowa school districts and teachers must meet many standards of quality. We have standards for district accreditation, for programs, for teaching, and for student performance.
However, conversations about standards in education that occur across the state and nation today are most often about content standards. In other words, what knowledge and skills our students should acquire in the classroom.
Iowa has statewide mandated core content standards in reading, math, and science. They were enacted when the Iowa legislature passed Senate File 588 in 2007.
These content standardsare broad statements that identify the knowledge and skills that students should acquire and they remain constant throughout K-12. What changes is the difficulty of the content and the complexity of student work.
In Iowa, our goal is to continue to build on our heritage of outstanding education and enhance student achievement. Content standards can not do this alone. They require a system of supports, which include benchmarks, grade level expectations, curriculum, teacher professional development, and assessments.
Each component is an essential piece to ensure rigor and to challenge current student performance.
Iowa Core Content Standards
Reading Content Standard
A. Students can comprehend what they read in a variety of literary and informational texts.
Math Content Standards
A. Students can understand and apply a variety of math concepts.
B. Students can understand and apply methods of estimation.
C. Students can solve a variety of math problems.
D. Students can interpret data presented in a variety of ways.
Science Content Standards
A. Students can understand and apply skills used in scientific inquiry.
B. Students can understand concepts and relationships in life science.
C. Students can understand concepts and relationships in Earth/space sciences.
D. Students can understand concepts and relationships in physical science.
Benchmarks
Iowa has statewide mandated core content standards in reading, math, and science. While these standards are broad definitions, the supporting benchmarks provide detail in identifying the knowledge and skills that students should acquire in the classroom.
In general, benchmarksprovide a learning target for a span of grades, such as grades 3-5. The Iowa Core Content Benchmarks are aligned with the Iowa Core Content Standards.
Iowa Core Content Benchmarks
Reading
Grades 3-5 Benchmarks
A. Students can comprehend what they read in a variety of literary and informational texts.
1. Students can understand stated information they have read.
2. Students can determine the meaning of new words from their context.
3. Students can draw conclusions, make inferences, and deduce meaning.
4. Students can infer traits, feelings, and motives of characters.
5. Students can interpret information in new contexts.
6. Students can interpret nonliteral language used in a text.
7. Students can determine the main idea of a text.
8. Students can identify the writer’s views or purpose.
9. Students can analyze style or structure.
Grades 6-9 Benchmarks A. Students can comprehend what they read in a variety of literary and informational texts.
1. Students can understand stated information they have read.
2. Students can determine the meaning of new words from their context.
3. Students can draw conclusions, make inferences, and deduce meaning.
4. Students can infer traits, feelings, and motives of characters.
5. Students can interpret information in new contexts.
6. Students can interpret nonliteral language used in a text.
7. Students can determine the main idea of a text.
8. Students can identify the writer’s views or purpose.
9. Students can analyze style or structure.
Grades 10-12 Benchmarks A. Students can comprehend what they read in a variety of literary and informational texts.
1. Students can understand stated information they have read.
2. Students can determine the literal meaning of specific words.
3. Students can draw conclusions, make inferences, and deduce meaning.
4. Students can infer traits, feelings, and motives of characters or individuals.
5. Students can make predictions based on stated information.
6. Students can interpret nonliteral language used in a text.
7. Students can determine the main idea, topic, or theme and make generalizations.
8. Students can identify the author’s views or purposes.
9. Students can distinguish among facts, opinions, and assumptions.
10. Students can recognize aspects of a passage’s style and structure and can recognize literary techniques.
Math
Grades 3-5 Benchmarks
A. Students can understand and apply a variety of math concepts.
1. Students can understand and apply number properties and operations.
2. Students can understand and apply concepts and procedures of algebra.
3. Students can understand and apply concepts of geometry.
4. Students can understand and apply concepts of measurement.
5. Students can understand and apply concepts in probability and statistics.
B. Students can understand and apply methods of estimation.
1. Students can understand and apply concepts and procedures of standard rounding, order of magnitude, and number sense.
C. Students can solve a variety of math problems.
1. Students can solve math problems.
2. Students can understand and apply problem-solving approaches and procedures.
D. Students can interpret data presented in a variety of ways.
1. Students can use tables and graphs to locate and read information.
2. Students can interpret data from a variety of sources.
Grades 6-9 Benchmarks
A. Students can understand and apply a variety of math concepts.
1. Students can understand and apply number properties and operations.
2. Students can understand and apply concepts and procedures of algebra.
3. Students can understand and apply concepts of geometry.
4. Students can understand and apply concepts of measurement.
5. Students can understand and apply concepts in probability and statistics.
B. Students can understand and apply methods of estimation.
1. Students can understand and apply concepts and procedures of standard rounding, order of magnitude, and number sense.
C. Students can solve a variety of math problems.
1. Students can solve math problems.
2. Students can understand and apply problem-solving approaches and procedures.
D. Students can interpret data presented in a variety of ways.
1. Students can use tables and graphs to locate and read information.
2. Students can interpret data from a variety of sources.
Grades 10-12 Benchmarks
A. Students can understand and apply a variety of math concepts.
1. Students can understand and apply number properties and operations.
2. Students can understand and apply concepts and procedures of algebra.
3. Students can understand and apply concepts of geometry and measurement.
4. Students can understand and apply concepts in probability and statistics.
B. Students can understand and apply methods of estimation.
1. Students can understand and apply concepts and procedures of standard rounding, order of magnitude, and number sense.
C. Students can solve a variety of math problems.
1. Students can solve math problems requiring multiple steps and operations.
2. Students can reason quantitatively.
D. Students can interpret data presented in a variety of ways.
1. Students can make inferences based on data presented in a variety of ways.
2. Students can interpret data from a variety of sources.
Science
Grades 3-5 Benchmarks
A. Students can understand and apply skills used in scientific inquiry.
1. Students can understand and apply the processes and skills of scientific inquiry.
2. Students can analyze and interpret scientific information.
B. Students can understand concepts and relationships in life science.
1. Students can understand structures of living things.
2. Students can understand life cycles.
3. Students can understand environmental interaction and adaptation.
C. Students can understand concepts and relationships in Earth/space sciences.
1. Students can understand ideas about Earth’s composition and structure.
2. Students can understand changes in and around Earth.
3. Students can understand concepts relating to the universe.
D. Students can understand concepts and relationships in physical science.
1. Students can understand and apply concepts related to mechanics, forces, and motion.
2. Students can understand and apply the concept of energy.
3. Students can understand and identify properties and changes of matter.
Grades 6-9 Benchmarks
A. Students can understand and apply skills used in scientific inquiry.
1. Students can understand and apply the processes and skills of scientific inquiry.
2. Students can analyze and interpret scientific information.
B. Students can understand concepts and relationships in life science.
1. Students can understand structures of living things.
2. Students can understand life cycles.
3. Students can understand environmental interaction and adaptation.
C. Students can understand concepts and relationships in Earth/space sciences.
1. Students can understand ideas about Earth’s composition and structure.
2. Students can understand changes in and around Earth.
3. Students can understand concepts relating to the universe.
D. Students can understand concepts and relationships in physical science.
1. Students can understand and apply concepts related to mechanics, forces, and motion.
2. Students can understand and apply the concept of energy.
3. Students can understand and identify properties and changes of matter.
Grades 10-12 Benchmarks
A. Students can understand and apply skills used in scientific inquiry.
1. Students can understand and apply the processes and skills of scientific inquiry.
2. Students can analyze and interpret scientific information.
B. Students can understand concepts and relationships in biological science.
1. Students can make inferences and predictions from data.
2. Students can analyze scientific investigations.
3. Student can analyze and evaluate the adequacy and accuracy of information.
C. Students can understand concepts and relationships in Earth/space sciences.
1. Students can make inferences and predictions from data.
2. Students can analyze scientific investigations.
3. Student can analyze and evaluate the adequacy and accuracy of information.
D. Student can understand concepts and relationships in physical science.
1. Students can make inferences and predictions from data.
2. Students can analyze scientific investigations.
3. Student can analyze and evaluate the adequacy and accuracy of information.
Grade Level Indicators
The statewide mandated Iowa Core Content Standards provide broad definitions that identify the knowledge and skills that students should acquire and Iowa Core Content Benchmarks support those standards with learning targets for a span of grades, such as grade 3-5. Grade Level Indicatorsprovide even further detail by showing us what those learning targets look like for each grade.
Iowa teacher shortage areas
are designated annually by the Iowa Department of Education. Data used to
calculate the shortages include the numbers of Class C and Class B licenses issued, the number and frequency of job postings on Teach
Iowa (Department of Education statewide teacher recruitment website), and
the number of projected graduates in each teaching discipline.
Teachers in shortage areas may be eligible for college
student forgivable loans through both state and federal programs. Information
regarding application for forgivable loans is available at the Iowa College
Student Aid Commission website at http://www.iowacollegeaid.gov
PK-12 Education 
AEA Administration 2007-08 (2007-07-12)
AEA Technical Manual (
Essential Concepts and Skill Sets of the Iowa Core Curriculum (2008-04-25)
Introduction to Model Core Curriculum
Gap Analysis Form
1920s Note Taking Guide