Table of Contents

Communicates effectively via:

1.1 Listening actively and critically for comprehension        2

1.2 Speaking articulately and coherently for a variety of purposes and audiences 3

1.3 Reading widely and critically for comprehension                    4 - 5

1.4 Using contemporary technologies to explore and enhance communication skills. 6

1.5 Writing clearly and concisely for a variety of purposes and audiences 7 - 8

1.6 Receiving and processing information to express oneself creatively using a variety of visual forms            9

Solve problems effectively by:

2.1 Identifying and describing the problem            10

2.2 Accessing, interpreting, organizing, and analyzing information related to the problem            10

2.3 Utilizing data and creative/critical thinking to demonstrate an effective solution 11

Possess a broad perception …

3.1 Explaining democratic and social principles and practices and steps necessary to take an action within a political system 12

3.2 Utilizing historical and contemporary evidence to formulate positions and demonstrate an understanding of current issues   12

3.3 Analyzing basic economic issues confronting individuals, nations and the world 13

3.4 Demonstrating an awareness of cultural diversity and its impact on society            13

3.5a Demonstrating a thorough understanding of various concepts, skills and creative expressions related to the fine and applied arts            14

3.5b Demonstrating a thorough understanding of various concepts, skills and creative expressions related to music   15

 

Reach logical and reasoned conclusions by utilizing scientific, mathematic and technological skills by:

4.1 Identifying and describing the problem............ 16

4.2 Collecting, interpreting, organizing, analyzing, and utilizing data to arrive at effective solutions applicable to the real world.... 16

4.3 Communicating ideas and information of a scientific nature 17-18

4.4 Utilizing technology to locate, organize and communicate information............ 18

Demonstrate positive health habits, including physical exercise, in order to enhance physical and emotional well being by:

5.1 Understanding and practicing the concepts related to health promotion and disease prevention as a foundation of healthy life........ 19

5.2 Demonstrating an understanding of the influences of culture, media, technology and other factors of health... 19

5.3 Demonstrating and understanding ways to enhance and maintain one’s own health and well being 20

 

NOTE:  Criteria within the rubrics should not be assessed independently.  For example, when assessing Academic Learning Expectation 1.1, all four criteria (performance, comprehension, analysis, and group participation and synthesis) should be assessed for each individual student

 

Abbreviations

(GSEs) Grade Span Expectations                (VA) Visual Arts                               (W) Writing                                     (OC) Oral Communications

(R) Reading                                                      (LS) Life Science                            (MU) Music                           (NETS) National Tech Standard


 

 

1. Communicates effectively via

1.1    Listening actively and critically for comprehension

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Performance

·          Follows verbal instructions to perform specific tasks, to answer questions, and to solve problems

OC-12-1.1

·          Follows verbal instructions to perform specific tasks, to answer questions, or to solve problems

OC-10-1.1

·          Attempts to follow verbal instructions in performing specific tasks, answering questions, and/or solving problems

·          Does not follow verbal instructions in performing specific tasks, answering questions, and/or solving problems

Comprehension

·          Summarizes, paraphrases, questions, or contributes to information presented to advance understanding

OC-12-1.2

·          Summarizes, paraphrases, or responds to information presented

OC-10-1.2

·          Attempts to summarize, paraphrase, and/or respond to information presented

·          Does not summarize, paraphrase, or respond to information presented

Analysis

·          Identifies the thesis of a presentation, determining the essential elements of elaboration, and interpreting or evaluating the message

OC-12-1.3

 

·          Identifies subtle differences in a speaker’s tone, point of view and purpose

·          Identifies the thesis of a presentation and supports with evidence

OC-10-1.3

 

 

 

 

·          Identifies differences in a speaker’s tone, point of view and purpose

·          Attempts to identify the thesis of a presentation and/ or attempts to support thesis with evidence

 

 

 

·          Attempts to identify differences in a speaker’s tone, point of view and purpose

·          Does not identify the thesis of a presentation or does not support thesis with evidence

 

 

 

 

·          Does not identify differences in a speaker’s tone, point of view or purpose

Group Participation and Synthesis

·          Participates in and/or facilitates large and small group discussions showing respect for individual ideas

OC-12-1.4

 

·          Participates in and/or facilitates reaching consensus to solve a problem, make a decision, or achieve a goal

OC-12-1.5

·          Participates in large and small group discussions, showing respect for a range of individual ideas

OC-10-1.4

 

·          Participates in reaching consensus to solve a problem, to make a decision, or to achieve a goal.

OC-10-1.5

·          Does not willingly participate in large and small group discussions, or does not show respect for individual ideas

 

 

·          Does not willingly participate in reaching consensus to solve a problem, to make a decision, or to achieve a goal

·          Does not participate in large and small group discussions, and/or does not show respect for individual ideas

 

 

·          Does not participate in reaching consensus to solve a problem, to make a decision, or to achieve a goal


 

1. Communicates effectively via :

1.2    Speaking articulately and coherently for a variety of purposes and audiences

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Speaking Strategies

·          Exhibits logical organization and precise language, appropriate to audience, context, and purpose

OC-12-2.1

 

 

·          Uses a variety of strategies of address to communicate ideas effectively (e.g., eye contact, speaking rate, volume, articulation, enunciation, pronunciation, inflection, voice modulation, intonation, rhythm, and gesture) OC-12-2.5

 

·          Effectively anticipates and responds to audience questions and feedback with accurate information. OC-12-2.4

·          Exhibits logical organization and uses language appropriate to audience, context, and purpose

OC-10-2.1

 

 

·          Uses a variety of strategies of address to communicate ideas effectively (e.g. eye contact, speaking rate, volume, articulation, pronunciation, inflection, intonation)

OC-10-2.5

 

 

·          Effectively responds to audience questions and feedback OC-10-2.4

·          Attempts to exhibit organization and/or use language appropriate to audience, context, and purpose

 

·          Attempts to use a more than one type of strategy of address to communicate ideas effectively

 

 

 

 

 

·          Attempts to respond to audience questions and feedback with accurate information

·          Does not exhibit organization and/or use language appropriate to audience, context, and purpose

 

 

·          Does not use more than one type of strategy of address to communicate ideas effectively

 

 

 

 

 

 

·          Does not respond to audience questions/ feedback or does not respond with accurate information

Organization of Content

·          Develops and maintains a consistent focus using relevant ideas and pertinent details

OC-12-2.2

 

·          Includes smooth transitions, supporting thesis with well-chosen details that is elaborated, and providing a coherent conclusion
EXAMPLES (of support and elaboration): Using anecdotes, analogies, illustrations, visuals, detailed descriptions, restatements, paraphrases, examples, comparisons, artifacts        OC-12-2.3

·          Develops and maintains a consistent focus.

OC-10-2.2

 

 

·          Includes smooth transitions, supporting thesis with well-chosen details and provides a coherent conclusion

OC-10-2.3

·          Attempts to develop and/or maintain a focus

 

 

 

·          Attempts to provide transitions, supporting thesis and/or  conclusion

·          Does not develop or maintain a focus

 

 

 

·          Does not provide transitions, supporting thesis or conclusion

Use of Technology

 

·          Uses appropriate tools of technology to enhance message or presentation without teacher prompting

OC-12-2.6

·          Uses tools of technology to enhance message

OC-10-2.6

·          Attempts to use technology to enhance presentation

·          Does not use technology to enhance presentation


 

1. Communicates effectively via:

1.3    Reading widely and critically for comprehension

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Depth and Breadth of Reading

 

 

 

·          Reads from a wide range of genres/ kinds of text, including primary and secondary sources, and a variety of authors (e.g., literary, informational, and practical/functional texts)  R-12-14.2

 

·          Self-selects reading materials in line with reading ability and personal interests without teacher guidance

R-12-17.1

·          Reads from a range of genres, texts, and  a variety of authors

R-10-14.2

 

 

·          Self-selects reading materials in line with reading ability and personal interests

R-10-17.1

·          Reads from a limited range of genres, texts, and authors

 

 

 

·          Attempts to self-select reading materials in line with reading ability and personal interests

·          Does not read  from a range of genres, texts, and authors or does not read at all

 

 

·          Does not self-select reading materials in line with reading ability and personal interests or does not self-select reading materials at all

Reading Strategies

·          Uses comprehension strategies(flexibly and as needed) before, during, and after reading any text with no teacher prompting

R-12-13

 

 

·          Self monitors comprehension and strategy use for different types of text and purposes (e.g., rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping systems, skimming, scanning, etc.)

R-12-12.1

·          Uses comprehension strategies(flexibly and as needed)  before, during, and after reading literary and informational text

R-10-13

 

·          Uses a range of self-monitoring and self correction approaches

R-10-12.1

·          Attempts to use comprehension strategies before, during, and after reading

 

 

 

·          Attempts to use self-monitoring and/or self-correction approaches

·          Does not use comprehension strategies

 

 

 

 

 

·          Does not self-monitor or self-correct

Comprehension

·          Reads multiple texts for depth of understanding an author, a subject, a theme, or genre and accurately summarizes the main idea(s) and supporting arguments, citing evidence where appropriate.

R-12-14.3

·          Reads multiple texts for depth of understanding an author, a subject, a theme, or genre

R-10-14.3

·          Attempts to read multiple texts for depth of understanding an author, a subject, and/or a genre/theme

·          Does not read multiple texts

 


 

1.3 Continued

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Analysis & Interpretation

·          Accurately analyzes, interprets, synthesizes, and evaluates selections from a wide range of literary and informational texts

R-12-16.1

 

 

·          Draws inferences about text, including authors purpose or message; or explains how purpose may affect the interpretation of the text using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that ate relevant

R-12-8.3

·          Provides relevant details to support connections made or judgments (interpretive, analytical, evaluative or reflective)

R-10-16.1

 

·          Draws inferences about text, including authors purpose or message; or explains how purpose may affect the interpretation of the text

R-10-8.3

·          Attempts to analyze, interpret, synthesize, and/or evaluate literary and informational texts

 

 

 

·          Attempts to develop a critical response by providing details that support connections or judgments (i.e. interpretive, analytical, evaluative, or reflective)

·          Does not analyze, interpret, synthesize, and/or evaluate literary and informational texts

 

 

 

·          Does not develop a critical response

Text Connections

·          Compares texts to related personal experience, prior knowledge, and/or to other texts

R-12-16.1

 

·          Explains connections among ideas across multiple texts

R-12-8.1

 

 

 

·          Compares stories or other texts to related personal experience, prior knowledge, and to other books

R-12-16.1

 

·          Compares texts to related personal experience or prior knowledge, or to other texts

R-10-16.1

 

·          Explains connections about information within a text and across texts or to related ideas

R-10-8.1

 

·          Compares stories or other texts to related personal experience, prior knowledge, or to other books

R-10-16.1

 

·          Attempts to compare texts to related personal experience,  prior knowledge, or other texts

 

·          Attempts to explain connections about information within a text, across a text, or to related ideas

 

·          Attempts to compare stories or other texts to related personal experience, prior knowledge or to other books

·          Does not compare texts to related personal experience, prior knowledge, or other texts

 

·          Does not explain connections

 

 

 

 

·          Does not compare stories to other texts to related personal experience, prior knowledge or to other books

 


 

1. Communicates effectively via:

1.4    Using contemporary technologies to explore and enhance communication skills

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Functional Application

·          Uses appropriate technology to locate, retrieve, organize, and store valid information with no teacher prompting

·          Uses appropriate technology to locate, retrieve, organize, and store valid information with limited teacher prompting

·          Attempts to use appropriate technology to locate, retrieve, organize, and/or store valid information

·          Does not use appropriate technology to locate, retrieve, organize, and/or store valid information

Practical Application of Skills

·          Uses the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics without teacher prompting

 

 

·          Uses appropriate Internet sources and properly cites/attributes information to them

 

·          Understands and demonstrates strong skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations without teacher prompting

 

·          Produces (both individually and collaboratively) and digitally interacts with student work

·          Uses the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with limited teacher prompting

 

 

·          Uses appropriate Internet sources and properly cites/attributes information to them

 

·          Understands and demonstrates strong skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations with limited teacher prompting

 

 

·          Produces (both individually and collaboratively) and digitally interacts with student work

 

·          Attempts to use the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with teacher prompting

 

·          Attempts to use appropriate Internet sources and/or properly cite/attribute information to them

 

·          Attempts to demonstrate skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations

 

 

 

·          Attempts to produce (both individually and collaboratively) and/or digitally interact with student work

·          Does not use the Internet and several types of software, including, but not limited to, word processing, database, spreadsheet, and/or graphics with teacher prompting

 

 

·          Does not use appropriate Internet sources and/or properly cite/attribute information to them

 

·          Does not demonstrate skills needed to operate several forms of technology to create and communicate written, visual, oral, and multimedia presentations

 

 

 

·          Does not produce (both individually and collaboratively) and/or digitally interact with student work

 


 

1. Communicates effectively via:

1.5    Writing clearly and concisely for a variety of purposes and audiences

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Purpose & Content

·          States and maintains a  clear thesis

W-12-7.2

 

 

·          Uses specific details and references to text or relevant citations to support thesis, conclusions, and interpretations

W-12-3.3

 

·          Synthesizes information from multiple sources to draw conclusions beyond those found in any single source

W-12-6.5

 

·          Provides a coherent conclusion by synthesizing information

W-12-6.4

·          States and maintains a focus/controlling idea/thesis

W-10-7.2

 

 

·          Uses specific details and references to text or relevant citations to support thesis, conclusions, or interpretations

W-10-3.3

 

 

·          Synthesizes information from multiple research studies, including primary sources

W-10-6.5

 

 

·          Draws a conclusion by synthesizing information

W-10-6.4

·          Attempts to state and maintain a focus/controlling idea/thesis

 

·          Attempts use specific details and references to text or relevant citations to support thesis, conclusions, or interpretations

 

 

 

·          Attempts to synthesize information from multiple sources

 

 

 

·          Attempts to draw a conclusion by synthesizing information

·          Does not develop or maintain a focus/controlling idea/thesis

 

 

·          Does not use specific details and references to text or relevant citations to support thesis, conclusions, or interpretations

 

 

 

·          Does not synthesize information from multiple sources

 

 

 

·          Does not draw a conclusion

Organization

·          Uses an organizational structure that allows for a smooth, coherent progression of ideas to develop

W-12-14.3

 

·          Uses transition words or phrases appropriate to text structure to enhance ideas

W-12-6.3

·          Uses an organizational structure that allows for a progression of ideas to develop

W-10-14.3

 

 

·          Uses transition words or phrases appropriate to text structure

W-10-6.3

·          Attempts to use  an organizational structure that allows for a progression of ideas to develop

 

 

·          Attempts to utilize transition words or phrases appropriate to text structure

 

·          Does not use an organizational structure that allows for a progression of ideas to develop

 

 

 

·          Does not utilize transitions to create a logical flow


 

1.5 Continued

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Structures of Language

·          Skillfully selects a variety of vocabulary according to purpose and for effect on audience

W-12-13.1

 

·          Uses varied sentence length and structure including phrases and clauses to enhance meaning

W-12-1.1

·          Selects vocabulary according to purpose and for effect on audience

W-10-13.1

 

 

·          Uses varied sentence length and structure to enhance meaning

W-10-1.1

·          Attempts to select vocabulary according to purpose for effect on audience

 

 

·          Attempts to use varied sentence length and structure

·          Does not select vocabulary according to purpose for effect on audience

 

 

 

·          Does not use varied sentence length and structure

Writing Conventions

·          Applies rules of standard English usage to produce work with no grammatical errors

W-12-9.1

 

·          Applies capitalization rules

W-12-9.2

 

·          Applies appropriate punctuation, including hyphens, dashes, and parenthesis, and brackets, to various sentence patterns to enhance meaning

W-12-9.4

 

·          Lists and cites sources appropriately using standard format independently

W12-6.6

·          Applies rules of standard English usage to correct grammatical errors in work

W-10-9.1

 

 

·          Applies capitalization rules

W-10-9.2

 

·          Applies appropriate punctuation, including hyphens, dashes, and parenthesis,  to various sentence patterns to enhance meaning

W-10-9.4

 

 

·          Lists and cites sources using standard format

W10-6.6

·          Attempts to apply rules of standard English usage to correct grammatical errors in work. Some intrusive errors present

 

·          Attempts to apply capitalization rules

 

 

·          Attempts to apply appropriate punctuation, including hyphens, dashes, and parenthesis, to various sentence patterns

 

 

·          Attempts to list and/or cite sources using standard format

·          Does not apply rules of standard English usage to correct grammatical errors in work.  Many intrusive errors present

 

 

·          Does not apply capitalization rules

 

 

·          Does not apply appropriate punctuation

 

 

 

 

·          Does not list and/or cite sources using standard format


 

1. Communicates effectively via:

1.6    Receiving and processing information to express oneself creatively using a variety of visual forms.

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Understanding

·          Summarizes, paraphrases,  questions, or contributes to information presented to advance understanding

OC-12-1.2

·          Summarizes, paraphrases,  questions, or contributes to information presented

OC-10-1.2

·          Attempts to summarize, paraphrase, question or contribute to information presented

·          Does not summarize, paraphrase, question or contribute to information presented

Application

·          Applies visual arts concepts and functions to solve visual arts problems by demonstrating in-depth analysis, synthesis, and evaluation

VA-12 C1.1

·          Applies visual arts concepts and functions to solve problems by using analysis, synthesis, and evaluation

VA- 10 C1.1

·          Attempts to apply visual arts concepts and functions to solve problems by using analysis, synthesis, or evaluation

 

·          Does not employ visual arts concepts and functions to solve problems by using analysis, synthesis, or evaluation

 

Extension

·          Evaluates how concepts and content learned in the visual arts and in other disciplines are connected

VA- 12-R3.1

·          Analyzes how concepts and content learned in the visual arts and in other disciplines are connected

VA- 10-R3.1

·          Attempts to  analyze how concepts and content learned in the visual arts and in other disciplines are connected

 

·          Does not analyze how concepts and content learned in the visual arts and in other disciplines are connected

 

 


 

2. Solve problems effectively.

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

2.1 Identifying and describing the problem

 

 

 

 

·          Identifies and describes the problem and related issues with no teacher prompting

 

 

 

·          Organizes information from a variety of sources with no teacher prompting

 

·          Develops a logical description of the problem with no teacher prompting

·          Identifies and describes the problem and related issues with minimal teacher prompting

RIDE Applied Learning

Problem Solving

 

·          Organizes information from a variety of sources with minimal teacher prompting

 

·          Develops a logical description of the problem with minimal teacher prompting

RIDE Applied Learning

Problem Solving

·          Identifies and describes the problem and related issues with teacher assistance

 

 

 

·          Organizes information from a variety of sources with teacher assistance

 

·          Develops a logical description of the problem with teacher assistance

·          Does not identify and/or describe the problem and related issues

 

 

 

·          Does not organize information from a variety of sources

 

 

·          Does not develop a logical description of the problem

2.2 Accessing, interpreting, organizing, and analyzing information related to the problem

 

 

 

·          Organizes information from a variety of sources

 

·          Seeks, selects, and develops essential questions with no teacher prompting

 

·          Analyzes, interprets and evaluates information critically with no teacher prompting

·          Organizes information from sources

 

·          Seeks, selects, and develops essential questions with minimal teacher prompting

 

·          Analyzes, interprets and evaluates information critically with minimal teacher prompting

RIDE Applied Learning
Critical Thinking

·          Attempts to organizes information sources

 

·          Seeks, selects, and develops essential questions with teacher assistance

 

·          Analyzes, interprets and evaluates information critically with teacher assistance

·          Does not organize information from sources

 

·          Does not seek, select, or develop essential questions

 

 

·          Does not analyze, interpret or evaluate information critically

 


 

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

2.3 Utilizing data and creative/critical thinking to demonstrate an effective solution

 

 

 

·          Constructs inferences and highly logical arguments based on multiple sources of data/evidence

 

·          Develops, tests, evaluates and analyzes possible solutions with no teacher prompting

 

·          Describes, distinguishes, and evaluates alternative conclusions with no teacher prompting

·          Constructs inferences and logical arguments based on multiple sources of data/evidence

 

·          Develops, tests, evaluates and analyzes possible solutions with minimal teacher prompting

 

 

·          Describes, distinguishes, and evaluates alternative conclusions with minimal teacher prompting

·          Attempts to construct inferences and logical arguments based on data/evidence

 

·          Develops, tests, evaluates and analyzes possible solutions with teacher assistance

 

·          Describes and evaluates one possible conclusion

·          Does not attempt to construct inferences and/or logical arguments based on data/evidence

 

·          Does not develop, test, evaluate or analyze a possible solution

 

 

·          Does not reach a conclusion


 

 

3.  Possess a broad perception of the world with an appreciation of diverse cultures, environments and the arts.

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

3.1 Explain democratic and social principles and practices and steps necessary to take an action within a political system.

 

 

 

·          Defines and explains democratic and social principles and practices such as responsibility, equality, justice, fairness, freedom and choice.

 

·          Demonstrates the ability to explain democratic and social principles and practices.

 

·          Identifies a course of action to action to implement change within a political system.

·          Defines democratic and social principles and practices such as responsibility, equality, justice, fairness, freedom and choice.

 

 

·          Demonstrates the ability to explain democratic and social principles and practices.

 

 

·           Identifies a course of action to implement change within a political system.

·          Attempts to define democratic social principles and practices such as responsibility, equality, justice, fairness, freedom and choice.

 

·          Demonstrates the ability to explain democratic and social principles and practices.

 

·          Identifies a course of action to implement change within a political system.

·          Does not define democratic and social principles and practices such as responsibility, equality, justice, fairness, freedom and choice.

 

 

·          Demonstrate the ability to explain democratic and social principles and practices.

 

 

·          Identify a course of action to implement change within a political system.

3.2 Utilizing historical and contemporary evidence to formulate positions and demonstrates an understanding of current issues.

 

 

 

·          Identifies, explains and distinguishes among fact and opinion, propaganda or bias when examining primary and secondary sources without teacher prompting.

 

·          Chooses and utilizes a variety of appropriate historical and contemporary artifacts to demonstrate an understanding of current Issues without teacher prompting

 

·          Synthesis information from historical and contemporary artifacts to formulate and defend a position in an organized manner without teacher prompting.

·          Identifies and distinguishes among fact and opinion, propaganda or bias when examining primary and secondary sources without teacher prompting.

 

·          Chooses and utilizes a variety of appropriate historical and contemporary artifacts to demonstrate an understanding of current issues without teacher prompting

 

 

·          Synthesizes information from historical and contemporary artifacts to formulate and defend a position in an organized manner without teacher prompting.

·          Attempts to identify and distinguish among fact and opinion, propaganda or bias when examining primary and secondary sources without teacher prompting.

 

·          Chooses and utilizes a variety of appropriate historical and contemporary artifacts to demonstrate an Understanding of current issues without teacher prompting

 

·          Synthesizes information from historical and contemporary artifacts to formulate and defend a position in an organized manner without teacher prompting.

·          Does not identify and/or distinguish among fact and opinion, propaganda or bias when examining primary and secondary sources without teacher prompting.

 

·          Choose and utilize a variety of appropriate historical and contemporary artifacts to demonstrate an understanding of current Issues without teacher prompting

 

 

·          Synthesize information from historical and contemporary artifacts to formulate and defend a position in an organized manner without teacher prompting.


 

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

3.3 Analyzing basic economic issues confronting individuals, nations and the world

 

 

 

Analyzes the issues and demonstrates the ability to:

o         Compare components of economic systems

o         Apply the concept of supply and demand to an economic issue

o         Assess how governments impact economic systems

o         Explain how a global economy will affect individuals, nations and the world

o         Utilize economic concepts in the analysis of  relevant  issues in making recommendations/ decisions for a course of action

o         Interpret and explain the effects of domestic and international competition in a global economy

Demonstrates the ability to:

 

o         Compare components of economic systems

o         Apply the concept of supply and demand to an economic issue

o         Assess how governments impact economic systems

o         Explain how a global economy will affect individuals, nations and the world

o         Utilize economic concepts in the analysis of a relevant issue in making recommendations/decisions for a course of action

o         Interpret and explain the effects of domestic and international competition in a global economy

Attempts to:

 

o         Compare components of economic systems

o         Apply the concept of supply and demand to an economic issue

o         Assess how governments impact economic systems

o         Explain how a global economy will affect individuals, nations and the world

o         Utilize economic concepts in the analysis of a relevant issue in making recommendations/decisions for a course of action

o         Interpret and explain the effects of domestic and international competitions in a global economy

Does not:

 

o         Compare components of economic systems

o         Apply the concept of supply and demand to an economic systems

o         Assess how governments impact economic systems

o         Explain how a global economy will affect individuals, nations, and the world

o         Utilize economic concepts in the analysis of a relevant issue in making recommendations/decisions of a course of action

o         Interpret and/or explain the effects of domestic and international competition in global economy

3.4 Demonstrating an awareness of cultural diversity and its impact on society

 

 

 

·          Synthesizes and evaluates the impact cultural diversity has upon society

 

 

·          Synthesizes and evaluates the impact gender, age, ethnic, religious, and racial diversity has upon society

 

 

·          Evaluates and demonstrates how cultural traditions have contributed to enriching societies

·          Understands, applies and evaluates the impact cultural diversity has upon society

 

 

·          Understands, applies and evaluates the impact gender, age, ethnic, religious, and racial diversity has upon society

 

 

·          Demonstrates how cultural traditions have contributed to enriching societies

·          Attempts to understand, apply and/or evaluate the impact cultural diversity has upon society

 

·          Attempts to understand, apply and evaluate the impact gender, age, ethnic, religious, and racial diversity has upon society

 

·          Attempts to demonstrate how cultural traditions have contributed to enriching societies

·          Does not understand, apply and/or evaluate the impact cultural diversity has upon society

 

·          Does not understand, apply and evaluate the impact gender, age, ethnic, religious, and racial diversity has upon society

 

·          Does not demonstrate how cultural traditions have contributed to enriching societies

 


 

3.5a Demonstrating a thorough understanding of various concepts, skills and creative expressions related to the fine and applied arts

Fine and Applied Arts

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Creating

 

 

 

·          Applies visual arts concepts and functions to solve visual arts problems by demonstrating in-depth analysis, synthesis, and evaluation

VA-12 C1.1

 

·          Selects specific media, techniques, instruments and processes with evidence of skill, craftsmanship, and personalization to communicate meaning.

VA-12 C2.1

·          Applies visual arts concepts and functions to solve visual arts problems by using analysis, synthesis and evaluation

VA-10 C1.1

 

 

 

·          Uses media, techniques, instruments and processes with evidence of skill, craftsmanship, and personalization to communicate meaning.

VA-10 C2.1

·          Attempts to apply visual arts concepts and functions to solve visual arts problems by using analysis, synthesis and/or evaluation

 

 

 

·          Attempts to use media, techniques, instruments and processes with little evidence of skill, craftsmanship, and personalization to communicate meaning.

·          Does not apply visual arts concepts and functions to solve visual arts problems

 

 

 

 

 

·          Does not utilize media, techniques, instruments and processes with evidence of skill, craftsmanship, and personalization to communicate meaning.

Performing

 

 

 

·          Prepares and performs a more sophisticated variety of repertoire with technical accuracy and skill.

MU-P1-3

·          Prepares and performs a variety of repertoire with technical accuracy and skill.

MU-P1-3

·          Prepares and performs a limited repertoire with a basic level of technical accuracy and skill.

·          Prepares and performs a single work with limited technical accuracy and skill.

Responding

 

 

 

·          Analyzes and evaluates the subject matter, symbols and ideas in exemplary works.

VA- 12-R1.1

 

·          Reflects upon their works and evaluating the creative process.

VA 12 R2.1

 

·          Analyzes and evaluates works produced by various cultures and historical periods. VA 12 R2.2

 

·          Analyzes and evaluates how concepts and content learned in the arts and other disciplines are connected.

VA- 12 R3.1

·          Analyzes the subject matter, symbols and ideas in exemplary works.

VA- 10-R1.1

 

·          Reflects upon their works and analyzes the creative process.

VA- 10 R2.1

 

 

·          Analyzes works produced by various cultures and historical periods.

VA- 10 R2.2

 

·          Analyzes how concepts and content learned in the arts and in other disciplines are connected.

VA 10 R3.1

·          Describes the subject matter, symbols and ideas in exemplary works.

 

 

·          Reflects upon their works and describes the creative process.

 

 

·          Attempts to analyze or describes works produced by various cultures and historical periods.

 

·          Describes how concepts and content learned in the arts and in other disciplines are connected.

·          No basic understanding of the subject matter, symbols and ideas in exemplary works.

 

 

·          Does not reflect upon their work.

 

 

 

·          Does not analyze or describe works produced by various cultures and historical periods.

 

 

·          Does not describe how concepts and content learned in the arts and in other disciplines are connected.

 


 

 

3.5b Demonstrating a thorough understanding of various concepts, skills and creative expressions related to music

The standards below have been developed for students choosing music for their Fine Arts “Proficiency by Graduation Requirements”. Students will not have to meet all the expectations below, but a combination of them to meet the score needed to be proficient. 

 

Music

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

Creating

 

 

 

·          Composes, arranges or improvises rhythmic and melodic variations and accompaniments in various meters and tonalities while using stylistically appropriate harmonies and melodies.

MU-C-1-2

·          Composes, arranges or improvises rhythmic and melodic variations in various meters and tonalities while using stylistically appropriate harmonies and melodies

MU-C-1-2

·          Composes, arranges, or improvises in various meters and tonalities while using stylistically appropriate melodies.

MU-C-1-2

·          Composing, arranging or improvising a single meter and tonality while using no harmonies or melodies.

MU-C-1-2

Performing

 

 

 

·          Prepares and performs a more sophisticated variety of repertoire with technical accuracy and skill.

 

·          Shows evidence of music literacy through score reading by describing how the elements of music are used and sight reading music at an appropriate level.

MU-P1-2

·          Prepares and performs a variety of repertoire with technical accuracy and skill.

 

 

·          Shows evidence of music literacy through score reading by describing how the elements of music are used and sight reading music at a low level.

MU-P1-2

·          Prepares and performs a limited repertoire with a basic level of technical accuracy and skill.

 

·          Shows evidence of music literacy through score reading by describing how some of the elements of music are used.

MU-P1-2

 

·          Prepares and performs a single work with limited technical accuracy and skill.

 

 

·          Shows no evidence of music literacy.

MU-P1-2

Responding

 

 

 

·          Listens to, analyzes and describes 2 unfamiliar musical selections of a varied repertoire of music representing diverse genres and cultures.

 

·          Evaluates music making informed, critical evaluations of the quality and effectiveness of the music.

 

·          Understands the relation- ships between music, the other arts, and disciplines outside of the arts.

·          Listens to, analyzes and describes 2 musical selections of a varied repertoire of music representing diverse genres and cultures.

 

·          Evaluates music making informed, critical evaluations of the quality and effectiveness of the music.

 

·          Listens to, analyzes and describes 2 musical selections of a varied repertoire of music representing diverse genres and cultures.

 

·          Listen to, analyze and describe a musical selection.

 

 


 

 

4.  Reach logical and reasoned conclusions by utilizing scientific, mathematic and technological skills.  The student:

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

4.1 Identifying and describing a scientific and/or mathematical problem

 

 

 

 

·          Demonstrates an ability to analyze key factors of a given problem

 

·          Independently identifies and restates the problem

 

·          Identifies important information about the problem effectively and independently

·          Demonstrates an ability to analyze key factors of a given problem with minimal guidance

 

·          Identifies and restates the problem

 

·          Identifies important information about the problem with minimal guidance

RIDE Applied Learning

Problem Solving

·          Demonstrates an ability to analyze key factors of a given problem with guidance

 

·          Identifies the problem

 

 

·          Identifies important information about the problem

·          Does not demonstrate an understanding of the problem

 

 

·          Does not identify the problem

 

 

·          Does not identify important information

4.2 Collecting, interpreting, organizing, analyzing, and utilizing data to arrive at effective solutions applicable to the real world

 

 

 

 

·          Seeks, selects and organizes information from a variety of sources

 

·          Analyzes, interprets and evaluates information

 

 

·          Analyzes and evaluates potential bias from a variety of media sources in how information is interpreted by analyzing claims from evidence and sources and evaluate critically based upon relevance, and validity.

 

·          Reaches consensus to solve a problem, makes a decision, and achieves a goal

OC 12-1.5

·          Seeks, selects and organizes information from sources

 

 

·          Analyzes, interprets and evaluates information

 

 

·          Evaluates potential bias from a variety of media sources in how information is interpreted by analyzing claims from evidence and sources and evaluate based upon relevance, and validity.

LS(9-11)-5a

 

 

·          Reaches consensus to solve a problem, makes a decision, or achieves a goal

OC-10-1.5

·          Seeks, selects and organizes information from a limited number and types of sources

 

·          Analyzes, interprets and evaluates information on a limited basis

 

·          Attempts to evaluate potential bias from a variety of media sources in how information is interpreted by analyzing claims from evidence and sources and evaluate based upon relevance, and validity.

 

 

·          Attempts to reach consensus to solve a problem, make a decision or achieve a goal.

·          Does select or organizes information from sources

 

 

·          Does not analyze, interpret or evaluate information

 

 

·          Does not evaluate potential bias from a variety of media sources

 

 

 

 

 

 

·          Does reach consensus to solve a problem, make a decision or achieve a goal


 

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

4.3 Communicating ideas and information of a scientific nature

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.3 Continued

 

·          Uses highly effective language for the audience and purpose

 

·          Applies rules of standard English usage to produce work with no grammatical errors  W-12-9.1

 

 

·          Includes in depth details and facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose

W-12-8.3

 

·          Exhibits logical organization and precise language use, appropriate to audience, context, and purpose

OC-12-2.1

 

·          In informational writing, student effectively conveys purpose by stating and maintaining a clear focus/controlling idea/thesis

W-12-7.2

 

·          In informational writing, student effectively convey purpose by selecting and using formal, informal, literary, or technical language appropriate to audience and context

W-12-7.3

 

·          In informational writing, students effectively convey purpose by establishing an authoritative voice

W-12-7.4

 

 

·          In informational writing, student uses precise and descriptive language that clarifies and supports intent and enhances meaning

W-12-7.5

·          Uses words appropriate for the audience

 

 

·          Applies rules of standard English usage to correct grammatical errors   W-10-9.1

 

 

 

·          Includes sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose

W-10-8.2

 

·          Exhibits logical organization and language use, appropriate to audience, context, and purpose

OC-10-2.1

 

 

·          In informational writing, students effectively conveys purpose by stating and maintaining a focus/controlling idea/thesis

W–10–7.2

 

 

·          In informational writing, student effectively convey purpose by writing with a sense of audience, when appropriate

W-10-7.3

 

 

 

 

·          In informational writing, students effectively convey purpose by establishing an authoritative voice

W–10–7.

 

 

·          In informational writing, students uses precise and descriptive language that clarifies and supports intent

W—10-7.5

·          Uses audience appropriate language on a limited basis

 

 

·          Attempts to apply rules of standard English usage to correct grammatical errors, work contains some intrusive errors

 

·          Attempts to include details or facts for appropriate depth of information: naming, describing, explaining, comparing, contrasting, or using visual images to support intended purpose

 

 

·          Attempts to exhibit logical organization and language use

 

 

 

·          Attempts to effectively convey purpose by stating and maintaining a focus/controlling idea/thesis

 

 

 

·          In informational writing, student attempts to convey purpose by writing with a sense of audience

 

 

 

 

 

·          In informational writing, student attempts to convey purpose by establishing an authoritative voice

 

 

 

·          In information writing, student attempts to use precise and descriptive language that clarifies and/or supports intent

·          Does not use audience appropriate language

 

 

·          Does not apply rules of standard English usage to correct grammatical errors, work contains many intrusive error

 

·          Does not include details or facts for appropriate depth of information

 

 

 

 

 

 

·          Does not exhibit logical organization and/or language use

 

 

 

·          Does not effectively convey purpose

 

 

 

 

 

·          In informational writing, student does not convey a purpose by writing with a sense of audience

 

 

 

 

 

·          In informational writing, student does not convey purpose by establishing an authoritative voice

 

 

 

·          In informational writing, student does no use precise, and/or descriptive writing

4.4 Utilizing technology to locate, organize and communicate information

 

·          Independently uses appropriate tools in problem solving

 

·          Performs advanced computer operations independently

 

 

·          Efficiently creates and organizes data files into folders

 

·          Demonstrates fluency in word processing, spreadsheets and presentation software

 

 

 

·          Efficiently navigates the Internet to locate valid data

·          Uses appropriate tools in problem solving

 

 

·          Performs basic computer operations independently

NETS-Tech Found Stds-1

 

·          Creates and organizes data files into folders

NETS-Tech Found Stds-3

 

·          Demonstrates essential concepts in word processing, spreadsheets and presentation software

NETS-Tech Found Stds-4

 

·          Navigates the Internet to locate data

NETS-Tech Found Stds-5

·          Uses tools in problem solving

 

 

 

·          Performs basic computer operations with guidance

 

 

·          Creates and organizes data files into folders with assistance

 

·          Demonstrates basic concepts in word processing, spreadsheets and presentation software

 

 

·          Navigates the Internet to locate data with limited success

·          Does not use tools in problem solving

 

 

·          Does not perform basic computer operations

 

 

·          Does not create or organize data files into folders

 

 

·          Does not demonstrate basic concepts in word processing, spreadsheets and presentation software

 

 

·          Does not navigate the Internet to locate data


 

 

5 Demonstrate positive health habits, including physical exercise, in order to enhance physical and emotional well being by:

 

4

Exceeds Standard

3

Meets Standard

2

Nearly Meets Standard

1

Does Not Meet Standard

5.1 Understanding and practicing the concepts related to health promotion and disease prevention as a foundation of healthy life

 

·          Explains and demonstrates the difference between nutritious and non-nutritious  food/meal options

 

·          Distinguishes and analyzes the differences between safe/healthy and harmful/unhealthy lifestyle choices (e.g. disease prevention)

 

·          Analyzes and illustrates the impact personal health behaviors have on the community

·          Explains the difference between nutritious and non-nutritious  food/meal options

 

 

·          Distinguishes between safe/healthy and harmful/unhealthy lifestyle choices (e.g. disease prevention)

 

 

·          Explains and illustrates the impact personal health behaviors have on the community

·          Attempts to explain the difference between nutritious and non-nutritious  food/meal options

 

·          Attempts to distinguish between safe/healthy and harmful/unhealthy lifestyle choices (e.g. disease prevention)

 

 

·          Attempts to explain and/or illustrate the impact personal health behaviors have on the community

·          Does not explain the difference between nutritious and non-nutritious  food/meal options

 

 

·          Does not distinguish between safe/healthy and harmful/unhealthy lifestyle choices (e.g. disease prevention)

 

 

·          Does not explain and/or illustrate the impact personal health behaviors have on the community

5.2 Demonstrate an understanding of the influences of culture, media, technology and other factors of health

 

·          Analyzes, differentiates and illustrates the positive and negative influences of media, culture, technology, and other factors on healthy lifestyle choice

 

·          Analyzes and draws conclusions about  media’s influence on society and his or her own lifestyle, using examples from personal experience

 

·          Analyzes and illustrates how personal choices contribute in developing a safe and healthy lifestyle

·          Analyzes, differentiates and illustrates the positive and negative influences of media, culture, technology, and/or other factors on healthy lifestyle choice

 

·          Draws conclusions about  media’s influence on society and his or her own lifestyle, using examples from personal experience

 

 

·          Illustrates how personal choices contribute in developing a safe and healthy lifestyle

 

 

·          Attempts to differentiate and/or illustrate the positive and negative influences of media, culture, technology, and/or other factors on healthy lifestyle choice

 

·          Attempts to draw conclusions about  media’s influence on society and his or her own lifestyle, using examples from personal experience

 

 

·          Attempts to illustrate how personal choices contribute in developing a safe and healthy lifestyle

·          Does not differentiate and/or illustrate the positive and negative influences of media, culture, technology, and/or other factors on healthy lifestyle choice

 

·          Does not draw conclusions about  media’s influence on society and his or her own lifestyle

 

 

 

·          Does not illustrate how personal choices contribute in developing a safe and healthy lifestyle

 


 

5.3 Demonstrating and understanding ways to enhance and maintain one’s own health and well being

 

 

·          Identifies, explains, and performs various physical activities to enhance cardiovascular health, muscle tone, physical strength, and weight control for personal wellness

 

·          Maintain and improve physical fitness, motor skills and knowledge about physical activity

 

·          Apply scientific principles to learn and improve skills and relate them to participation in physical activities

 

·          Has an accurate and comprehensive understanding of his/her own personal health and well-being, showing breadth and depth of information

 

·          Develops, applies and draws conclusions about appropriate strategies for maintaining emotional, physical and psychological well-being

·          Identifies, explains, and attempts to perform various physical activities to enhance cardiovascular health, muscle tone, physical strength, and weight control for personal wellness

 

·          Maintain physical fitness, motor skills and knowledge about physical activity

 

 

·          Apply scientific principles to learn skills and relate them to participation in physical activities

 

 

·          Has an accurate understanding of his/her own personal health and well-being, showing breadth and depth of information

 

 

 

·          Develops and applies appropriate strategies for maintaining emotional, physical and psychological well-being

·          Attempts to identify, explain, and/or perform various physical activities to enhance cardiovascular health, muscle tone, physical strength, and weight control for personal wellness

 

·          Attempts to maintain physical fitness, motor skills and knowledge about physical activity

 

·          Attempts to apply scientific principles to learn skills and relate them to participation in physical activities

 

·          Attempts to understand his/her own personal health and well-being

 

 

 

 

·          Attempts to develop and/or apply appropriate strategies for maintaining emotional, physical and psychological well-being

 

·          Does not identify, explain, and/or perform various physical activities to enhance cardiovascular health, muscle tone, physical strength, and weight control for personal wellness

 

·          Does not maintain physical fitness, motor skills and knowledge about physical activity

 

·          Does not apply scientific principles to learn skills and relate them to participation in physical activities

 

·          Does not understand his/her own personal health and well-being

 

 

 

 

·          Does not develop and/or apply appropriate strategies for maintaining emotional, physical and psychological well-being