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competency
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COMPETENCY HANDBOOK 9
10 11 12
A Student and Family Guide to Competency-based Education January 2015
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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competency
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CONTENTS What is competency-based education?……………….
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What are competencies?…………………………………… 4 How do competencies get evaluated?…………………. 6 Scoring Rules for Student Work…………………………… 7 How do I earn graduation credits?………………………… 10 Course Requirements Chart…………………………..…….. 12 What are performance tasks?……………………………… 13 The Competency Dashboard……………………………….. 15 Progress Report Overview…. …………………………….… 17 How are Course Grades Calculated?……….……………. 18 The Student Growth Model………………………………….. 21 Earning Honors Credit…………………………………………. 22 Course Portfolios……………..………..………..………………. 22 Competencies & Continua.………………..………..………… 22 What To Do Now……………………………..………..………… 22
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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competency T o o l k i t
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WELCOME!
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Welcome to the Competency Handbook: A Student and Family Guide to Competency-based Education! Pages 1-22 in this Handbook outline the important things you need to know about our competency-based learning model so that you can be successful in our school. The rest of the Handbook provides you with all of the competencies we’ll be focusing on throughout high school, as well as each and every scoring guide or learning “continuum” that we’ll be using to assess your learning along the way.
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We encourage you to read through this Handbook carefully and as you read, feel free to make notes, high-light, write down your questions - this Handbook is yours!
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What is “competency-based” education? Competency-based education is an approach to learning that requires students to master the skills and knowledge at one level before they can advance to the next level. The purpose of competency-based education is to ensure that you have a strong foundation of knowledge and skills to build on as you progress through school and prepare for life after graduation.
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In traditional schools, students are grouped based on their age, and they progress through school based on time (the “school year”). In competency-based schools, students progress through school based on their learning! Once you show mastery of skills at one level, you can advance to the next level - without waiting for the next school year!
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It also means that if you have gaps in your skills, we will not ignore them. Instead, we will work hard to provide you with the supports you need to address gaps, build your skills, and help you continue to make progress in your learning.
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Our vision is to make school a place where you can learn at your own strongest pace, where you can explore your interests, where you can plan and prepare for your future, and where you can get the individual supports you need. We want you to know that everything you are expected to do here has one main purpose: to help prepare you for your future. Our goal is that you will graduate from high school fully prepared for your first year of college or an entry level job.
! Let’s get started! ! ! ! ! !
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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competency T o o l k i t !
What are competencies? Competencies are the essential skills and knowledge of college and career readiness. In other words, competencies are the specific skill-sets you’ll need to master in order to make sure you graduate from high school ready for the first year of college or an entry-level job. Our competencies are based on research that has identified the most important skills, knowledge, and “habits of success” that you’ll need in order to be successful after high school. Each subject area - like English, Math, Science, etc - has its own set of competencies. This means that any time you take an English course, you’ll be working on your English competencies. Anytime you take a Science course, you’ll be working on your Science competencies. Take a look at the example below:
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Each subject area has its own set of competencies.
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For example, English has eight competencies.
You can see above that the subject area of English Language Arts has eight competencies. When you show mastery of these competencies at the 9th grade level, you will earn 9th grade credit for English I! When you show mastery of these competencies at the 10th grade level, you will earn 10th grade credit for English II, and so forth. We’ll explain more about what “mastery” means later on.
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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We also have five competencies that are based on research about the mindsets and work habits of successful graduates. These will be evaluated in every learning context - not just one course or subject area. We call them “Habits of Success.”
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of There are five “Habits Success.”
Subject Areas ENGLISH Social Studies Math Science Art and Humanities Electives Health / PE World Languages Senior Project Habits of Success 1. 2. 3. 4. 5.
Growth Mindset! Decision-making! Work and Time Management! Self-Regulation! Social Skills & Awareness!
You will work on your competencies continuously throughout high school. In fact, in order to earn credit for ANY high school course, you have to show mastery of course competencies and show that you are performing on grade level! As you progress through school, the competencies stay the same but your performance level will increase as your grade level increases.
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All competencies are made up of skills. Put simply, each competency is a set of skills. Here is an example for the Science competency SCI.1: “Lead Scientific Investigations.” Can you figure out how many skills there are in this competency by looking at the example below?
Each competency is a set of skills.
That’s right. There are six skills that make up the competency “Lead Scientific Investigations.” This Handbook provides you with your own copies of all competencies and each of their skills, organized by subject areas. Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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How do competencies get evaluated? Each competency has its own matching “continuum.” A continuum (singular: “continuum” plural: “continua”) is like a scoring guide. It explains exactly what you need to do at each grade level in order to show mastery and advance to the next level. All of your projects or “tasks” will be scored on the continuum.
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Here’s the key: if your performance level on the continuum matches your grade level (or higher!), then you are on track for college and career readiness! For example, if you’re a 10th grade student, your goal is to always reach a “Level 10” on the continuum (or higher!). That's how you know you are on track for college and/or career. Let’s take a look at an example.
Example Continuum for SCI.1.1 SCI.1 LEAD SCIENTIFIC INVESTIGATIONS I can plan and carry out a scientific investigation. Level 6
How well can I frame a scientific question?
Level 8
I can come up with a specific, testable question.
I can come up with a specific, testable question.
My question can be investigated with available resources.
My question will help me figure out the relationships between a set of independent and dependent variables.
Level 10 I can come up with a specific, testable question that requires empirical evidence to answer. My question will help me gain more information about a model or scientific theory, or clarify or challenge a scientific argument. I can provide specific content information that supports my question.
A continuum is a scoring guide. Each competency has its own continuum.
I can state a clear rationale that explains why my question is important.
Level 12 I can formulate a specific, testable, and challenging question that requires empirical evidence to answer. My question will help me build or revise a model or scientific theory, support an explanation for observed phenomena, or challenge the premise(s) of an argument or the interpretation of a data set. I can provide specific information from additional background readings and other sources, and correctly cite my sources. I can provide a clear rationale for my question that will convince others that my research question is both important and interesting.
Guess what! The scoring guide is not a secret. We want you to know exactly what you’re expected to do at each grade level. So in this Handbook, we are giving you your own copies of EVERY continuum.
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If you want to be successful in this school, one very important thing for you to do is this: carefully read each continuum! The continua will help you understand exactly what you need to do to earn credit for each competency. You can even use a continuum to score your own work before you turn it in. This way, you can check to make sure you’ve met all the criteria in advance.
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Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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When your work is scored, you will earn “ratings” for each skill. There are three scoring rules that your teachers will follow when they are scoring your work. We want you to know the rules, too, so you understand exactly how all of this works.
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Rules for Scoring Student Work Using the Continuum
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Scoring Rule #1: Lowest Goes If your work is between two different performance levels, you will get the lower rating for the standard. This way, we don’t skip over things that you still need to learn and be able to do.
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Example: Sam’s work is partially in Level 6, partially in Level 10 for the skill “frame a scientific question.”
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Sam will earn a rating of “6” for this skill until he improves his work. SCI.1 LEAD SCIENTIFIC INVESTIGATIONS I can plan and carry out a scientific investigation. Level 6
How well can I frame a scientific question?
Level 8
I can come up with a specific, testable question.
I can come up with a specific, testable question.
My question can be investigated with available resources.
My question will help me figure out the relationships between a set of independent and dependent variables.
Level 10 I can come up with a specific, testable question that requires empirical evidence to answer. My question will help me gain more information about a model or scientific theory, or clarify or challenge a scientific argument. I can provide specific content information that supports my question. I can state a clear rationale that explains why my question is important.
Level 12 I can formulate a specific, testable, and challenging question that requires empirical evidence to answer. My question will help me build or revise a model or scientific theory, support an explanation for observed phenomena, or challenge the premise(s) of an argument or the interpretation of a data set. I can provide specific information from additional background readings and other sources, and correctly cite my sources. I can provide a clear rationale for my question that will convince others that my research question is both important and interesting.
! ! ! ! ! ! Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Scoring Rule #2: Show Evidence If you show no evidence of any single indicator at the lowest level shown on the continuum, the standard will be given a rating of “Insufficient Evidence” and your work will be returned so you can make revisions.
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Example: Rebecca did not write a “hook” in the introduction of her argumentative essay.
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This means there is “Insufficient Evidence” to give her a rating for this skill, and she needs to revise her essay and resubmit.
ELA.3 WRITING ARGUMENTS I can write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Level 6
How well do I introduce my claim (W1.a)?
I can write a thesis statement that introduces an arguable claim. I can write a hook to engage my reader, such as an interesting fact, quotation or question. I can provide some context or background information about my topic.
Level 7 I can write a thesis statement that clearly introduces an arguable claim.
Level 8 I can write a thesis statement that clearly introduces an arguable claim.
Level 10
Level 12
I can choose a substantive topic that relates to an issue with local or global significance.
I can choose a substantive topic that relates to a compelling or provocative issue or controversy with local or global significance.
I can write a thesis statement that precisely introduces my claim.
I can write a thesis statement that knowledgeably and precisely introduces my claim.
I can select from a variety of techniques to write a compelling hook that captivates my audience and sets the stage for my argument.
I can select from a variety of techniques and genres to write a compelling hook that captivates my audience and sets the stage for my argument.
I can write an engaging hook.
I can write a hook to engage my reader, such as an interesting fact, quotation or question. I can provide necessary context or background information that will help my reader understand my topic and my claim.
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I can identify the most important counterclaim(s).
I can provide necessary context or background information that will help my reader understand my topic and my claim. I can logically present my reasons in the order they will be discussed.
I can acknowledge the most important counterclaim(s) in relation to my claim.
I can logically present and connect my reasons in the order they will be discussed. I can acknowledge the most important counterclaim(s) in relation to my claim.
I can provide necessary context or background information that will help my reader understand my topic and my claim.
I can purposefully integrate critical contextual and/or background
I can logically present my reasons in the order they will be discussed.
information that helps to convey the importance and relevance of the topic to my audience.
! ! ! ! ! ! Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Scoring Rule #3: Level Up To earn a rating for an “in-between” level on the continuum, you need to do 100% of what is described in the lower level, PLUS show evidence that you have met some indicators described in the higher level.
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Example: Jesse has met all the indicators in Level 8, and some of the indicators at Level 10. He will earn a rating of “9.”
HEALTH.1 APPLY KNOWLEDGE OF HEALTH CONCEPTS I can apply knowledge of concepts related to health promotion and disease prevention to enhance health. Level 6
How well can I analyze the four dimensions of health?
Level 8
I can describe each of the key dimensions of health (physical, mental, emotional, social). I can identify and explain healthy behaviors during childhood that support each dimension of health.
I can describe each of the key dimensions of health. I can identify and explain healthy behaviors during adolescence that support each dimension of health.
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I can use examples to explain how one or more dimensions of health can effect other dimensions of health. I can identify common barriers to maintaining each dimension of personal health.
Level 10
Level 12
I can provide an in-depth analysis of each dimension of health and describe how each dimension contributes to overall wellness.
I can provide an in-depth analysis of each dimension of health and explain how each dimension contributes to overall wellness.
I can identify and explain healthy behaviors during adulthood that support each dimension of health, citing two or more trusted sources.
I can draw on current academic research to explain the interrelationships between the dimensions of health.
I can analyze and explain the interrelationships between the dimensions of health.
I can identify and explain healthy behaviors during adulthood that support each dimension of health.
I can identify common barriers to maintaining each dimension of personal health, and identify successful strategies for overcoming them.
I can analyze common barriers to maintaining each dimension of personal health, and investigate a range of successful strategies for overcoming common barriers. I can cite my sources properly.
! ! ! ! ! ! ! ! ! Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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FAQ #4: How do I earn graduation credits? You will earn course credits when you show mastery of course competencies. There are two things you must do to show mastery:
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1. Fulfill all of the evidence requirements for each course competency. 2. Earn the Minimum Competency Average for each course competency.
! Let’s look at each requirement more closely. ! 1. Evidence Requirements
Each competency has an evidence requirement. The evidence requirement indicates the number of unique tasks (or projects) you need to complete to show that you can apply the skill(s) successfully. Let’s look at an example for Visual Art. The competency “Create Visual Art” has five skills. Can you guess the evidence requirement for each of the skills of this competency? Hint: how many white boxes do you see for each skill?
Each box represents t. one evidence requiremen te In order to demonstra show mastery, you have to apply evidence that you can es your skills multiple tim and in multiple ways!!
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That’s right! The evidence requirement is three. This means your goal is to complete three unique tasks or projects in which you apply these skills successfully. Your target is to show “proficiency” of skills, which means that your performance level matches your grade level as described on the continuum.
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Remember that only performance tasks can fulfill evidence requirements - not multiple choice tests or true/false quizzes. We’ll talk more about performance tasks later. Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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2. Minimum Competency Average The Minimum Competency Average (MCA) is the minimum average you must earn for a competency in order to earn credit. When your tasks are scored, you earn ratings for each skill. The average of all the skill ratings is called your “competency average.” For a 9th grade course, the Minimum Competency Average is set at 8.5. This means you must earn a MCA of 8.5 or higher for each course competency in order to earn credit for 9th grade course.
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For example, Jessica is taking a 9th grade science course. Below, you can see that Jessica has fulfilled all the evidence requirements for the two science competencies: SCI.3 “Develop and Use Models,” and SCI.2 “Analyze and Interpret Data.” Has she shown mastery of both competencies?
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Your “Competency Average” is calculated as the average of all your skill ratings for a competency. You can find it here.
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The answer is, not yet! Jessica has shown mastery of “Develop and Use Models” because she has fulfilled all the evidence requirements and she has earned a Competency Average of 8.75, which is above the Minimum Competency Average of 8.5 for a 9th grade course.
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However, she has earned a 8.42 for the competency SCI.2, “Analyze and Interpret Data.” She needs to revise her work in order to increase her Competency Average to at least 8.5 in order to earn credit for these competencies. Once she shows mastery of all six science competencies at the 9th grade level, she will earn credit for the 9th grade science course she is enrolled in! Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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The competency average is always calculated as the average of all the best ratings you have earned to fulfill the evidence requirements for the competency. Even after your boxes are filled up with ratings, you can always revise and improve your work - or complete new tasks - to replace lower ratings. The table below shows the MCA required for a range of high school courses. NOTE: the Minimum Competency Average applies to each competency of the course.
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EARNING CREDITS IN A COMPETENCY-BASED SCHOOL Courses
Minimum Competency Average (MCA)
Credit
ENGLISH English I English II English III English IV Other course / elective MATH Algebra I Geometry Algebra II Other course / elective SCIENCE Science: first year course Science: second year course Science: third year course Other course / elective SOCIAL STUDIES History: first year course History: second year course History: third year course Geography Economics Civics Other course / elective
1 1 1 1 .5 / 1.0
8.5 9.5 10.5 11.5 (course specific)
1 1 1 .5 / 1.0
8.5 9.5 10.5 (course specific)
1 1 1 .5 / 1.0
8.5 9.5 10.5 (course specific)
1 1 1 .5 / 1.0 .5 / 1.0 .5 / 1.0 .5 / 1.0
8.5 9.5 10.5 9.5 9.5 9.5 (course specific)
.5 / 1.0 .5 / 1.0 .5 / 1.0 .5 / 1.0
8.5 9.5 10.5 11.5
1 0.5 .5 / 1.0
9.5 9.5 (course dependent)
(Required history courses: World, American, African American History)
ARTS Intro course (any art discipline) Year 2 Course Year 3 Course Year 4 Course HEALTH/PE Physical Education Health Education Other WORLD LANGUAGES Intro course (any discipline) Year 2 Course Year 3 Course Year 4 Course OTHER Electives CTE Interdisciplinary Project
1 1 1 1 .5 / 1.0 .5 / 1.0 .5 / 1.0
8.5 9.5 10.5 11.5 (course specific) (course specific) (course specific)
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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competency T o o l k i t !
What are performance tasks? Performance tasks are a type of assessment that require you to apply your skills and knowledge to solve complex problems or complete challenging projects. Instead of traditional tests, we do tasks!
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Performance tasks give you an opportunity to show evidence of your learning — not only that you know things, but that you can DO things! Tasks are like projects. Examples of tasks include presentations, essays, lab reports, short films, design projects, podcasts, etc:
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Research Project
Science Experiment
Long Essay
Socratic Seminar
Photography Exhibit
Annotated Reading
Design Project
Multimedia Presentation
Short Film / Documentary
Problem Set
Engineering Project Icon Credits: Licensed under Creative Commons BY 3.0 Available at www.flaticon.com
The cool thing is that, through one project or task, you can apply your skill-sets or “competencies” across many different subject areas and courses! This means that, for example, you can fulfill evidence requirements for English competencies in your Science or History class!
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So why do we use performance tasks to assess your learning instead of traditional tests? The reason goes back to the original purpose of our school: to prepare you for your future and to make sure that you have the skills and experiences you need to be ready for college-level work or an entry-level job. As an FYI, our performance tasks should always meet these three criteria:
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Our Performance Task Criteria
1) Rigorous: they are challenging enough to give you the opportunity to demonstrate your competencies on grade level (as described on the continuum).
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2) Authentic: they have meaning in the real world beyond school because they represent the kinds of things you’ll need to know and know how to do in college, career, and/or in adult life.
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3) Relevant: they have a genuine and meaningful connection to your life, interests, goals, and/or community, and they always begin with an important and relevant question about the world.
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Another important note: when we were designing this competency-based school, we examined a recent research study done by an organization called ReDesign that really shaped our thinking. So we want to share it with you, too.
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Their research started with this question: what kinds of assignments are first-year college students expected to complete? ReDesign looked at the course syllabi from colleges across the country — some of the most competitive universities in the country, as well as some of the most open — and they found remarkably similar types of assignments. Do you have any idea what they might be?
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What is a typical workload for a freshman in college?
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Photo Credits: CollegeDegrees360 under Creative Commons Attribution License
90-100 POLISHED WRITTEN PAGES ___________
5,000 ___________ PAGES READ
6 ___________ PRESENTATIONS
12 ___________ ARGUMENTATIVE ESSAYS
75 ___________ TEXT-BASED DISCUSSIONS
8 ___________ EXAMINATIONS
21 ___________ PROBLEM SETS
6 ___________ LAB REPORTS
Whoa! Does it seem like a lot? Have you ever done these types of tasks before? Well if you haven’t, that’s OK. In our school, you’ll be doing these kinds of assignments or “performance tasks” all the time. It will be hard at first, but you will definitely get the hang of it.
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Not sure you want to go to college? That’s OK, too. You might not know right now what your plans are for your life after high school. But our promise to you is that we’re going to choose tasks and projects that are meaningful, challenging, and that truly prepare you for as many postgraduation options and opportunities as possible. The more choices you have, the better.
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Think of it this way: the harder you work and prepare over the next four years, the more opportunities you’ll have to choose from when the time comes. Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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The Competency Dashboard How will I keep track of my progress on earning credits? We’re glad you asked.
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We’ve designed a special online platform that displays your progress toward showing mastery and earning graduation requirements. We call this system the Competency Dashboard. The Competency Dashboard is a “close up view” of your progress on all your competencies. You can follow the steps below to check it out!
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Log In You can login at any time to see your Competency Dashboard. Your username is your School District of Philadelphia Student ID. Please ask your advisory teacher for your password. To login, please visit the Login URL that matches the school you attend:
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School Name
Login URL
Building 21
ferguson.b-21.org
The LINC
slate.the-linc.org
The U School
slate.uschool.org
Search by Subject Area To see your competencies, use the drop down menu to select a subject area and click “Show Details.” Notice that:
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Each competency has its own panel The evidence requirements are shown for each skill as white boxes The color of your progress bar (pink, orange, green, or blue) shows your current grade level:
9
10 11 12
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Understand the View Let’s take a closer look at the panel for one competency “Writing Informative Texts” so you can see all the information that is available to you in your dashboard view:
! ! My progress toward showing ! mastery at 9th grade level ! The Competency ! My Competency ! Average on tasks ! I have submitted so far ! ! The skills! ! My Ratings ! (How my work was scored using the continuum) ! ! The evidence ! requirement for ! each skill is three. ! ! ! ! ! ! ! ! ! ! Have questions? Please reach out to your teacher or principal for help. ! The Competency Dashboard is one way we will share your progress with you. You can login any time, so you don’t have to wait for a report card to know how you’re doing. In addition to the Competency Dashboard, we will also be providing Competency-based Progress Reports to you and your parents/guardians. Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Competency Progress Report Overview Below is a sample Competency-based Progress Report. The Progress Report shows the “big picture” view of how you are performing on your competencies, and how much progress you are making toward fulfilling all of the evidence requirements for a course.
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The left side shows students’ competency averages for each competency by subject area. This answers the question: how well am I performing on the work I have already submitted?
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The right side shows students’ progress toward fulfilling the evidence requirements for all course competencies: specifically, proficient work (green), missing work (red), and remaining work to complete (grey). This answers the question: how much work do I have left to do before earning credit?
Your Progress Report will be printed and sent home on a regular basis, but it will also be available online! **Please ask your teacher or principal for your personal Google Progress Dashboard URL where you or your parent/guardian can view this Progress Report online anytime!
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Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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How are Course Grades Calculated? Once you have shown grade level mastery by fulfilling all evidence requirements and meeting the Minimum Competency Average for all course competencies, you earn credit for the course!
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Your course grade is based on your Course Competency Average (CCA), which is calculated as the average of all competency averages earned for course competencies. This CCA converts to a grade as a percent (%) and grade point average (GPA), as shown in the chart below.
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CCA-to-Grade (%) Conversion Chart The chart below converts course competency averages (CCA) to course grades (%) and GPA.
Percent
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80% 81% 82% 83% 84% 85% 86% 87% 88% 89% 90% 91% 92% 93% 94% 95% 96% 97% 98% 99% 100% 101% 102% 103% 104% 105% 106% 107% 108% 109% (Advanced) 110% 111% 112% 113% 114% 115% 116% 117% 118% 119% (Honors) 120%
Grade 9 Course
Grade 10 Course
Grade 11 Course
Grade 12 Course
CCA
CCA
CCA
CCA
8.5 8.525 8.55 8.575 8.6 8.625 8.65 8.675 8.7 8.725 8.75 8.775 8.8 8.825 8.85 8.875 8.9 8.925 8.95 8.975 9 9.025 9.05 9.075 9.1 9.125 9.15 9.175 9.2 9.225 9.25 9.275 9.3 9.325 9.35 9.375 9.4 9.425 9.45 9.475 9.5+
9.5 9.525 9.55 9.575 9.6 9.625 9.65 9.675 9.7 9.725 9.75 9.775 9.8 9.825 9.85 9.875 9.9 9.925 9.95 9.975 10 10.025 10.05 10.075 10.1 10.125 10.15 10.175 10.2 10.225 10.25 10.275 10.3 10.325 10.35 10.375 10.4 10.425 10.45 10.475 10.5+
10.5 10.525 10.55 10.575 10.6 10.625 10.65 10.675 10.7 10.725 10.75 10.775 10.8 10.825 10.85 10.875 10.9 10.925 10.95 10.975 11 11.025 11.05 11.075 11.1 11.125 11.15 11.175 11.2 11.225 11.25 11.275 11.3 11.325 11.35 11.375 11.4 11.425 11.45 11.475 11.5+
11.5 11.525 11.55 11.575 11.6 11.625 11.65 11.675 11.7 11.725 11.75 11.775 11.8 11.825 11.85 11.875 11.9 11.925 11.95 11.975 12 12.025 12.05 12.075 12.1 12.125 12.15 12.175 12.2 12.225 12.25 12.275 12.3 12.325 12.35 12.375 12.4 12.425 12.45 12.475 12.5+
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
SDP GPA Conversion 2.70 2.80 2.90 3.00 3.10 3.20 3.30 3.40 3.50 3.60 3.70 3.73 3.76 3.79 3.82 3.85 3.88 3.91 3.94 3.97 4.00 4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 4.09 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20
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every child ready.
competency T o o l k i t !
!
Example Competency-to-Course Grade Conversions
Example 1: Bria In the example below, you can see that Bria has completed all of the evidence requirements for each competency, AND she has met the Minimum Competency Average (MCA) of 8.5 for each science competency in her 9th grade Biology course. Her Course Competency Average (CCA) is 8.78. When we look at the CCA-to-Grade Conversion Chart, we can see that she has earned a 92% (A) for the ninth grade Biology Course. Great job, Bria!
! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !!
The Course Competency Average is converted to a final grade for the course.
Example 2: Juan In the example below, you can see that Juan has not yet completed all the evidence requirements for each competency. He still needs to submit work for competencies HIS.3 and HIS.4, and also improve his competency average. For these reasons, Juan’s grade cannot be calculated and currently shows “Insufficient Evidence.”
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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every child ready.
competency T o o l k i t !
Example 3: Jalil In the example on the right, Jalil has completed his first year AND second year Visual Art Course. He is now working on grade 11 work! Can you figure out his course grade for Visual Art I and Visual Art II, based on his Course Competency Averages (CCA), using the CCA-to-Grade Chart.
ANSWERS: Visual Art I: 100% A Visual Art II:112% A+
WHAT IF #1: What if I don’t fulfill all the evidence requirements? Here is the general rule: If you do not fulfill all of the evidence requirements for one or more course competencies, you will earn an “Incomplete” for the course until you do.
!
However, if the decision is made by your school leader and teachers to reduce the number of evidence requirements, you will be notified of all changes so you know exactly what is expected of you. We will never penalize you for work you did not have the opportunity to complete.
!
WHAT IF #2: What if I fulfill all evidence requirements, but I don’t meet the MCA? We have a special rule for students who: 1) complete all their work, and 2) show great effort to submit their best quality work, but still perform too low to meet the MCA. We call this special rule the “Student Growth Model.”
!
We have this special rule because sometimes students enroll in 9th grade, but their reading and math skills are on a much lower level, and research shows that they will need more than one year to catch up to the 9th grade performance level. As we mentioned before, we won’t just ignore gaps - we will help you build the skills you need to be on track for college and career readiness.
!
We also don’t want to keep you from earning graduation credits if you’re working hard and showing impressive growth in your learning! Therefore, for this year, if you do not meet the MCA but you show 1.2 years or more of growth in your course competencies, you can still earn graduation credits. The next page explains how it works. Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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every child ready.
competency T o o l k i t !
The Student Growth Model The Student Growth Model offers an opportunity for students who enter 9th grade with skill gaps to earn graduation credits by showing significant growth in their skills over the course of the school year. In order to be eligible for earning credits through the Student Growth Model, you must meet all three of the following criteria:
! !
• • •
Fulfill all evidence requirements for all course competencies Show a consistent and strong effort to do your best work Demonstrate 1.2 years or more of growth for all competencies for which you did not meet the Minimum Competency Average
In the example below, you can see how the competency average (6.9) is below the MCA for a 9th grade course (8.5). However, this student showed an average of 1.5 years of growth. Growth is calculated as the difference between the average of the first ratings (6.25) and the average of the last ratings (7.75) earned for all the skills of a competency.
!
Growth is measured as the difference between the average of the first skill ratings, and the average of the last skill ratings.
Growth Model Example Competency "X" skill 1
6
skill 2
6
skill 3
6
skill 4
7
avg (first):
6.25
! ! ! ! ! ! ! ! !
Avg:
6.9
7
8
6
7
7
8
7
8
avg (last):
7.75
This Competency Average is below the MCA for a 9th grade course (8.5).
growth = avg(last) - avg(first) growth = 7.75 - 6.25
!
growth:
!
grade:
1.5 73%
The Growth to Grade Chart shows how your growth will convert to a grade (%) for that competency. In the example above, growth of 1.5 years earns a 73% for the competency. If there are four competencies in a course, then we will average your grades for all four competencies in order to generate a final course grade.
!
In your fist year, you will need to show at least 1.2 years of growth in order to be eligible for earning credits through The Student Growth Model. Each year, we will adjust your personal growth goal to make sure that, by your final year at our school, you achieve competency averages of 11.5 or higher — so that you are college and career ready!
!
Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
Growth (Yrs)
Grade (%)
1.2
70%
1.3
71%
1.4
72%
1.5
73%
1.6
74%
1.7
75%
1.8
76%
1.9
77%
2.0
78%
2.1
79%
2.2
80%
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every child ready.
competency T o o l k i t !
Earning Honors Credit In our model, you can earn Advanced and Honors credit for a course by achieving the Advanced or Honors competency average for all course competencies (see CCA-to-Grade Conversion Chart).
!
Students who earn a competency average of .25 above their grade level will earn Advanced credit. Students who earn a competency average of .5 above their grade level will earn Honors credit.
!
Advanced credit and Honors credit add a stronger weight to your GPA (1.10 and 1.15 respectively). Your GPA is one factor that is taken into consideration by college admission boards.
!
Course Portfolios When you hear us use the term “portfolio,” we are talking about all the high-quality performance tasks or projects that you have submitted as evidence of mastery. Your Algebra I portfolio, for example, is made up of all of your best performance tasks that you submitted to fulfill evidence requirements for your Algebra I course.
!
Competences & Continua The rest of this Handbook includes the competencies and continua for all subject areas. Remember that each continuum matches exactly one competency.
!!
What To Do Now: Here are some recommended next steps:
! •
! •
! •
! •
Share your questions with us. What is unclear or confusing about this? What needs more explanation? What concerns do you have? Study the continua. You can highlight them, make notes on them, underline important ideas, draw your own visuals. This Handbook is yours! Know your reading/math levels. If you are not on grade level, make sure you talk with your educators about a plan for addressing any gaps in your reading and math levels. Visit www.tinyurl.com/myindiestudio to see electronic versions all the competencies, continua, and other resources, too!
! THANK! YOU! Thank you for hanging with us through this Competency Handbook! We hope this Handbook is helpful to you during your journey with us! Office of New School Models, School District of Philadelphia! Designed and developed in collaboration with Building 21 (www.b-21.org)! Learn more at www.competencytoolkit.org
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Skills Overview
! My HABITS ! ! Growth Mindset HOS.1 ! !! ! ! ! ! ! ! !
OF Success competencies
!
HOS.2 Decision-making
Approach challenges with confidence Deal with obstacles effectively Develop a love for learning
Set and prioritize goals
responsibility
Reflect on decisions made
!
3.1!
3.4!
Stay organized and take care of belongings
3.5
Recognize the feelings and perspectives of 5.1!
Manage and resolve conflicts
More at: www.tinyurl.com/myindiestudio
Build and maintain a healthy self-concept control
3.3!
Interact effectively with others
2.5
5.2!
5.3
4.1!
Demonstrate physical and emotional self-
3.2!
Prepare for upcoming activities and events
others
2.4!
HOS.4 Self-Regulation
HOS.5 Social Skills & Awareness
!
2.3!
Communicate decisions to others
1.5
Manage schedules and meet deadlines Stay focused on tasks
2.1!
2.2!
Consider the consequences and personal 1.4!
HOS.3 Work and Time Management
!
Approach decisions with purpose and clarity Choose and use decision-making strategies
1.2!
1.3!
Accept criticism and feedback Get support from others
!
1.1!
4.2!
Monitor and manage learning progress Make improvements to work
4.4
4.3!
HOS.1 GROWTH MINDSET
1
2
3
HABITS OF SUCCESS
0
I can analyze and overcome personal barriers that stand in the way of me taking healthy risks.
I look for academic challenges to pursue learning. I can explain two or more of my most significant personal barriers that stand in the way of me taking risks.
I can make the decision to trust that I'll learn something from new experiences, even if I'm unsure at times.
I don't think it's important to take on academic challenges.
I can come up with one or two big barriers that stand in my way of taking healthy risks.
I am willing to take healthy risks that I know are good opportunities for me, even if I'm somewhat uncomfortable.
I strategically and independently seek academic challenge and take risks to pursue learning.
I have a hard time identifying the things (e.g. my mindset, beliefs, circumstances) that stand in the way of me taking healthy risks. I take some risks, but I sometimes miss out on good opportunities and I know it.
I can reflect on my personal or academic growth that results from challenges, failures, or setbacks.
With encouragement, I sometimes takes on academic challenges.
I can demonstrate a growth mindset in my approach to challenges, learning, and new opportunities. How do I
HOS.1.1
approach challenge?
I don't like to try things unless I'm sure what the outcome will be.
I can identify challenges and reflect on how my reaction to those challenges (e.g. giving up, trying harder) impacts my learning.
1
I can reflect on why and how my reactions (i.e. giving up or trying harder) affect my learning and my life.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well do I
HOS.1.2
deal with obstacles?
When I fail, I think it's because I don't have what it takes to be successful.
When I'm faced with small setbacks or failures, I usually just quit.
I give up more easily than I should.
I am sometimes impatient with myself and others, especially when facing a challenge.
When I have setbacks, only sometimes I will keep trying and not give up.
I try to stick with things, but I sometimes feel unsuccessful.
I try to be patient with myself and others, especially when facing a challenge.
When I'm faced with small setbacks, I keep trying and not give up.
I usually stick with things, even when it gets hard.
I am very impatient with myself and others, especially when facing a challenge.
I can independently persevere through significant academic and non-academic setbacks on a consistent basis.
2
I can find a way to persist even when I'm faced with big obstacles.
When faced with challenges, I can exhibit patience with myself and others, and I can look for new ways to approach the problem.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
What
HOS.1.3
motivates my learning?
I am not interested in new things, and I'm usually bored most of the time in school and out of school. If I do my work, it's because I don't want to get in trouble. Once I complete something, I usually just move on to the next thing, without thinking about how it went. If there's something I don't understand, I'm not going to do anything about it because I don't really care.
I have a few interests; everything else bores me.
I do my work because I know that my learning is important for my future.
I like learning new things, and I can find interest in new things.
I know that when I work hard and keep practicing, I will improve my skills and the quality of my work.
If there's something I don't understand, I will try to find the help I need if I think it's important enough.
Once I complete something, I want to know how well I did so I know whether I have developed the knowledge and skills I need.
If I do my work, it's because I want to get a good grade and/or I don't want to disappoint my family or educators. I only do work if I know it counts toward my grade. Once I complete something, I really want to know what my grade is. If there's something I don't understand, I will sometimes try to figure it out or get help if it helps me improve my grade.
I love learning new things, and I find interest in lots of different areas.
I do my work because I really want to improve my skills and become really good at different things.
I try to "Squeeze" every bit of learning from every thing that I do.
If there's something I don't understand, I will find the help I need because I don't want to miss any opportunity to build my knowledge and skills.
3
I am motivated to work hard because I know that serious effort and practice will help me improve my skills and create new opportunities for my future.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well do I
accept feedback HOS.1.4
and criticism?
I never ask for feedback. I don't think I need to listen to other people because I know what to do on my own.
I never ask for help.
When people give me feedback or critique my work, I always feel like they are saying something against me.
How well do I I have a hard time figuring out what I need.
HOS.1.5
get support from others?
I sometimes ask for feedback from people I trust. I try not to take it personally, but sometimes it's really hard for me to hear feedback. I think sometimes it's helpful to listen to other people for advice or input.
I sometimes ask for help, but usually only when I am really struggling or feeling lost. I can usually figure out and explain what I need, but sometimes I hesitate to reach out to others.
I am comfortable asking for feedback from people I trust and respect. When I get feedback, I listen because I know it will help me get better. I can use feedback to improve my work. I can take criticism without getting upset or feeling emotional.
I am comfortable getting help and support from others. I can think in advance about the types of support I need, and I take the time to figure out who the best person is to go to for help. I can respectfully ask for help when I need it.
I actively seek out feedback from people I trust and respect.
I regularly use feedback to improve my work, expand my understanding, and/or consider other points of view.
I express appreciation for feedback from others, because I know it will help me learn and get better.
When I receive a respectful critique, I can receive it as a gift and not as a criticism of me personally.
I believe strongly that input from others is a critical part of my learning and growth as a person.
I actively seek out help and support from others when I need it.
4
I can think in advance about the types of support I need, and figure out who the best person is to go to for help.
I can clearly and respectfully express my needs and make specific requests.
I express appreciation for the support I receive from others.
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HOS.2 DECISION-MAKING
Most or all of my decisions are made in the moment.
When faced with a problem or decision, I don't realize that I have a decision to make.
0 I realize I have a choice in how I respond to a problem or situation.
1
I know the timeline I have for making the decision.
I can identify who should be involved in the decisionmaking process.
I can identify which kind of decision this is (e.g. big, significant, in-the-moment).
I can identify the specific problem I am trying to solve.
2
I can demonstrate effective decision-making skills to help me achieve my academic and personal goals.
approach
How do I
decisions I have to make? HOS.2.1
I have trouble figuring out which decisions I should spend more time on because they are significant, and which decisions can be made quickly. I don't think about who should be involved in my decision-making process.
HABITS OF SUCCESS
3
I can clearly articulate the specific problem I am trying to solve, and I can determine the scope of the problem.
I can identify which kind of decision this is (e.g. big, significant, in-the-moment).
I can identify who should be involved in the decision-making process, and who can help me make sure I am solving for the right problem.
I know the timeline I have for making the decision.
1
I can differentiate between what is within my control, and what isn't.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How do I make decisions? HOS.2.2
I let negative feelings and emotions (e.g. anger, shame, guilt, revenge) dictate my actions.
Sometimes I react to situations without realizing I am making a decision to act.
I depend on others to make decisions for me.
I make decisions with limited information.
I usually make decisions quickly without thinking carefully about them.
When I have to make a decision, I usually can only think of one possible choice.
I do not have a process for making decisions.
I can think of more than one option when I have to make a decision.
I can ask for advise from people I trust before I make the decision.
I have a strategy for making decisions.
I make the decision that just seems right.
I think carefully about my decisions by weighing the pros and cons of each of my choices (e.g. alignment with personal values, effects on others, risks, benefits, feasibility) in order to make the best decision. I can find and use the information I need to make the decision that makes the most sense and feels right.
I can choose the most appropriate decision making strategy in any situation or context.
I can ask for advise from people I trust before I make the decision and consider the strengths and weaknesses of their perspectives.
I can think of several possible choices when I need to make a decision.
I can carefully weigh the pros and cons of each of my choices (e.g. alignment with personal values, effects on others, risks, benefits, feasibility) in order to narrow down my choices and spend time considering the best options.
2
I can find and use the information I need to make the decision that makes the most sense and feels right.
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How do I think about
consequences and personal responsibility? HOS.2.3
How do I
communicate my decisions? HOS.2.4
I do not think about the consequences of my decisions. I only spend time trying to think about the consequences for myself.
I have difficulty determining what the consequences of my decisions will be.
I sometimes take responsibility for my decisions but sometimes I try to blame others for when my decisions results in negative outcomes.
I do not take ownership for the decisions I make and do not see myself as responsible for anything that happens as a result of a decision I make. It seems like other people's decisions determine what happens to me.
I cannot explain the reasons for the decisions I make.
I have difficulty explaining the reasons for my decisions and don't always have a reason.
I can predict likely consequences of my decisions. I can consider the potential impacts my decisions will have on myself and others I care about. I can factor in consequences before making my decision. I take responsibility for my decisions, regardless of whether the outcome is positive or negative.
I can explain my decision and share the reasons why I made the decision. I can explain how my decision aligns with my values and goals.
I can predict the most likely consequences of each of my decisions.
I can consider the potential impacts my decisions will have on myself and others I care about.
I can think about how much I will need to give up in order to make the decision.
I take responsibility for all of my decisions, regardless of their outcomes, and I encourage others to do the same.
3
I can defend each decision I make by sharing detailed reasons for my decision and the process I used to make my decision.
I can explain how my decision aligns with my values and goals.
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HOS.3 WORK & TIME MANAGEMENT
0 I don't want to set goals and/or I don't know how to set goals for myself. When the teacher sets goals for me, I am not motivated to try to meet them. When I have multiple things I need to do, I can't decide what to do first or where to begin.
I don't keep track of my assignments, activities or deadlines.
2
3
HABITS OF SUCCESS
1
I can independently set goals for myself.
I can independently set goals for myself.
I can use one or more strategies to determine which goals are most important or urgent.
I can consistently use effective tools/systems to manage all of my work and to meet my deadlines.
I can prioritize a list my goals and/or activities based on their importance and level of urgency. I can use tools and/or systems to manage my work and to meet all of my deadlines.
I use the tool/system on a daily basis to keep track of my activities, assignments, and deadlines.
1
I constantly look ahead and adjust my schedule when necessary to make sure I have enough time to manage all of my responsibilities.
I can set my own reminders for upcoming deadlines or events.
I can use the tools and/or systems on a daily basis to keep track of my activities, assignments, and/or deadlines.
I can prioritize a list of my goals and/or activities based on their importance and level of urgency.
I can use a strategy to determine which goals are most important or urgent.
With guidance, I can set goals for myself.
I still need reminders when things are due or I will miss deadlines.
With guidance, I can use a basic system or tool to keep track of my assignments, activities and deadlines.
When I have multiple things I need to do, I ask others to help me figure out what to do first and/or where to begin.
I prefer for others to set goals for me.
I can analyze tasks to determine how much time and effort they will take.
I can demonstrate effective work and time management skills to help me achieve my academic and personal goals. How well can I set and prioritize goals? HOS.3.1
How do I
HOS.3.2
manage my schedule & deadlines? I don't know how to use different tools or strategies (e.g. calendar) to help me manage my schedule or activities. I am not concerned when I miss deadlines or don't turn in my work.
Sometimes I forget to update my system with new work or activities, or look ahead to see which deadlines or events are coming up next (e.g. calendar).
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can
a task?
I stay focused on HOS.3.3
How well do I
and events?
prepare for upcoming activities HOS.3.4
I can't focus on a learning task, even with guidance.
I am rarely or never prepared for upcoming activities or events. When I get to class, I don't have the materials I need and/or I haven't done the work that I need to complete in order to benefit from the learning time.
I need frequent redirection in order to stay focused on my learning or task.
I need a lot of support from others in order to get myself prepared for upcoming activities or events. When I get to class, I sometimes have the materials I need, and I sometimes have completed the work that I needed to complete in order to benefit from the learning time.
When I get to class, I consistently have the materials I need and I have completed the work necessary in order for me to benefit from the learning time.
I take responsibility for making sure I am well-prepared for upcoming activities or events.
I know the learning environment that works best for me to stay focused, and I intentionally find ways to work in the environment that works best for me.
I can stay focused on a task without needing guidance or supervision.
When I get to class, I always have the materials I need, and I have completed the work necessary in order for me to benefit from the learning time.
I take responsibility for making sure I am well-prepared for upcoming activities or events.
I can use multiple strategies to maintain focus and stay productive in different types of learning environments and in any and all learning conditions.
I can independently stay focused on my learning and tasks for sustained periods of time.
I look for opportunities to do additional work, research, or preparation to ensure that I maximize my learning.
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2
How well do I
stay organized and take care of my things? HOS.3.5
I can't keep track of my materials and my belongings. I lose things easily, even things that are important to my learning. I don't have a process or strategy for keeping my things organized, safe, and in good condition. I don't take good care of things for which I am responsible (e.g. electronic devices).
I try to keep track of my materials and my belongings, and sometimes I need to ask for help. I sometimes lose things, even things that are important to my learning. I often depend on others to help me keep my things organized, safe, and in good condition. I try to take good care of things but I sometimes lose or break things for which I am responsible (e.g. electronic devices).
I can keep good track of my materials and my belongings.
I use multiple strategies and/or systems for keeping my things organized, safe, and in good condition.
I can effectively keep track of my materials and my belongings.
I take special care of things for which I am responsible (e.g. electronic devices) because I understand and appreciate how valuable they are to my learning.
I can implement effective strategies for organizing and maintaining digital files and folder systems.
I rarely lose things, especially things that are important to my learning. I have my own process or strategy for keeping my things organized, safe, and in good condition. I take good care of things for which I am responsible (e.g. electronic devices). I am learning how to create and use strategies for organizing and maintaining my digital files and folders.
I can help others learn become more organized by learning about strategies for personal organization.
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3
HOS.4 SELF-REGULATION & SELF-IMAGE
I don't think I'm as smart and capable as everybody else.
0
1
I can describe the kind of person I want to be.
I try to avoid choices that I know are bad for me, but sometimes I still make them because deep down I feel best about myself when I have other people's approval.
I can describe one or two academic areas where I know I'm strong.
I can describe the kind of person I want to be, and I can explain the steps I am taking to become that person.
I can explain the most important values and beliefs that I hold, and that I want to follow in my life.
I know that my life has special value and that my thoughts and feelings matter.
I can describe my academic strengths and weaknesses with confidence because I know they don't define the person I am.
2
HABITS OF SUCCESS
I can explain specific ways that I am working to make a unique and positive impact on my school community.
1
I look for opportunities to discover new things about myself, and to discover new things about other cultures or worldviews so that I can broaden my understanding, perspectives, and empathy for others.
I can demonstrate strong character, determination, and independence because I know who I am, I know what my values are, and I know where I am going in my life.
I can speak confidently about my individual and academic strengths and struggles, because I know they don't define the person I am.
3
I can develop a healthy and positive self-concept while demonstrating the skills necessary for self-directed learning and personal growth. How do I value myself as a person? HOS.4.1 I care so much about what other people think of me that sometimes I do things that are bad for me so other people will like me. I don't spend time thinking about the kind of person I want to be. I don't feel like I have anything to contribute that would make a positive impact on my school community.
I can follow along with what others are doing to help make a positive impact on my school community.
I can come up with one or more specific ways that I can make a unique and positive impact on my school community.
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How do I demonstrate
physical and emotional selfcontrol? HOS.4.2
My physical actions are ruled by my emotions, and when I have strong feelings about something, I can't control what my body will do (e.g. fighting, screaming, aggression). I don't recognize physical signs that I am about to lose control. I don't know how to talk about my feelings.
I recognize when I am starting to get upset, but I don't know how to stop it. I can identify the emotions I am feeling and the physical signs of my emotions.
I can recognize the physical signs of my emotions. I can use one or two strategies to help me manage my emotions. I can communicate my emotions to others in a respectful manner.
I am aware of what triggers my emotional responses in different situations, and I know how to make healthy and positive choices that will help me avoid my triggers.
I understand that communicating my feelings to others is important, and I can do so clearly and respectfully.
2
I can recognize the physical signs of my emotions and use strategies (e.g. exiting, breathing, positive reflections) to manage my emotions and ensure that my responses are rational and healthy.
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How well do I
monitor & manage progress in my learning? HOS.4.3
How do I
improve my work? HOS.4.4
I don't ever stop to think about how I'm doing in my learning.
With prompting or support, I can stop to think about how I'm doing in my learning.
I can monitor my own progress toward my learning goals.
On a regular basis, I stop to think about how I'm doing in my learning.
On my own, I can complete independent learning activities that are assigned or recommended for me.
With guidance, I can monitor my own progress toward my goals. I sometimes struggle to complete learning activities independently.
I understand that I am always able to take initiative to revise my work and continually improve it.
On my own, I can use the continua to identify specific ways that I can improve my work.
I can differentiate between what I know and what I don't know.
I have a clear picture of my performance level for different competencies.
I need help figuring out how to use the continua to make improvements to my work.
I only revise my work when asked.
I have a rough idea of what my performance level is for different competencies.
I don't stop to think about what steps I can take to make my learning time more effective. I have no idea what my current performance level is for different competencies.
When I finish my work, I'm done and I don't make any revisions. I don't think about specific ways I can improve my work.
I only make improvements in the specific areas where I am directed to make changes.
I seek and use feedback from my teachers and peers to understand how I can improve my work.
I set a clear, high standard for myself and my work and I reflect on my performance and progress regularly.
I have a set of routines and tools I use daily to monitor my progress.
3
I constantly strive for excellence and put in maximum effort without needing rewards from others to motivate me.
I take the initiative to identify and complete the learning activities that are next in my learning pathway.
I can differentiate between what I know and what I don't know, and take active steps to fill in the gaps.
I am constantly reflecting on my work, using the continua to make specific improvements.
I seek and use feedback from my teachers and peers in order to improve my work and my work process.
I always try to make my work the best that it can be.
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HOS.5 SOCIAL SKILLS & AWARENESS
I don't stop to think about or observe how other people feel in different situations.
0 When asked or prompted, I can stop to think about or observe other people's feelings in different situations.
1
I can respectfully and fairly explain the main differences between my opinion or point of view and another person's opinion or point of view.
I can use listening and observation skills to identify the feelings and perspectives of others.
2
I can demonstrate the ability to communicate and work well with others, show empathy, and manage conflict. How well can I
of others?
recognize the feelings & perspectives HOS.5.1
I can come up with a recent example of a situation where two or more different people experienced the same thing in different ways.
I can express understanding of those who hold different opinions.
I don't like hearing others talk about their feelings or thoughts when they are different from mine.
I don't ask people to share their opinions or thoughts with me.
I can describe the feelings or perspectives of others when they have been expressed to me.
HABITS OF SUCCESS
3
I can use listening skills to identify the feelings and perspectives of others.
1
I can identify the verbal, physical, and/or situational cues that indicate how others may feel.
I can demonstrate ways to express understanding and empathy for others.
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to interact effectively with others?
How do I use communication and social skills I don't know how to change my language or behavior in order to fit different situations.
I gossip about others and/or spread rumors often.
HOS.5.2
When interacting with others, I don't show good cooperation or communication skills (e.g. take turns, listen first, stay on topic, offer to help, complete tasks). I don't show respect for the belongings, opinions, feelings, or personal space of others. I avoid being around people who aren't like me.
I try not to spread rumors or gossip, but I won't stop someone around me from doing so.
I can regulate my language and behavior appropriately, depending on the situation (e.g. code switch).
I can avoid gossip and rumors, and most of the time if I hear it from others, I am comfortable asking for it to stop.
I consistently show respect for the belongings, opinions, feelings, or personal space of others.
I can can build and maintain strong, positive relationships with others.
I can demonstrate cooperation and teamwork in order to help my group work effectively.
I can change my language or behavior in order to fit different situations for a short period of time(e.g. greetings), but I have trouble sustaining it. With guidance and help, I can show cooperation and communication skills (e.g. take turns, listen first, stay on topic, offer to help, complete tasks). I try to show respect for the belongings, opinions, feelings, or personal space of others. I don't usually prefer to interact with people who aren't like me.
I have a reputation for fairness, respect, and sincerity, and people know not to gossip, bully, or tease others in front of me because I will stand up against it.
I can easily regulate my language and behavior, depending on the situation I am in (e.g. code switch).
I can demonstrate cooperation and teamwork, and I know how to motivate others to participate fully.
I value diversity, and I actively build and maintain strong, positive relationships with different kinds of people.
2
I consistently show respect for the belongings, opinions, feelings, and personal space of others.
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How well can I
manage and resolve HOS.5.3
conflict in positive ways?
I don't take the time to listen to others and understand a conflict (i.e. disagreement) before taking action. I think conflicts are always bad. I don't know strategies to resolve conflict in a positive way. I sometimes use my words and actions to provoke others on purpose. I won't admit when I'm part of the cause of a conflict.
I can describe one or two strategies for managing or resolving a conflict. When I feel myself getting upset or angry because of a conflict, I need help from others to calm myself down and find a positive way to resolve the conflict. I understand that sometimes conflicts are necessary to bring change to a situation or to solve problems, but I still don't feel so comfortable engaging in them.
I can apply one or more strategies to manage or resolve a conflict with others or between others. When I am in a situation, or observe a situation, where a conflict could lead to negative actions (e.g. fighting, violence, etc), I can take steps to help manage the situation and avoid a negative or harmful outcome. I take active steps to understand the perspectives and feelings of all the people involved in the conflict to help resolve it.
I can read the physical, verbal, or situational cues that indicate a conflict is developing.
I can take active steps to understand the perspectives and feelings of all the people involved in the conflict to help resolve it.
I can independently apply a range of appropriate strategies to manage or resolve a conflict in a way that ensures the interests or needs of all parties are valued and considered in the outcome.
3
I know how to mediate a dialogue between two disagreeing parties that is positive, productive, and results in a mutually agreeable outcome.
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Skills Overview
My English competencies !
ELA.1 !!READING LITERATURE
! ! ! ! ! ! ! ! ! !
ELA.2 READING INFORMATIONAL TEXTS
Cite evidence to support my interpretation Identify the central theme or idea
1.2!
Analyze the developments of the text Interpret words and phrases
1.3!
Interpret words and phrases
1.5!
Acquire and use academic vocabulary
! !
Assess the point of view
1.7!
1.8
Evaluate arguments and claims
2.7!
2.8! 2.9
ELA.4 WRITING INFORMATIONAL TEXTS
!
3.1! 3.2!
Use words and transitions to create cohesion Maintain a formal style and objective tone Provide a compelling conclusion Use technology to share work
3.3!
Introduce the topic
4.1!
Develop the subtopics with facts
3.4!
4.2!
Use words and transitions to create cohesion
3.5!
Strengthen writing through revision
3.6!
Maintain a formal style and objective tone
3.7!
Provide a compelling conclusion
5.1!
5.2!
Use words, phrases, details & sensory language Use words and transitions to create cohesion Provide a compelling conclusion
4.7!
!
Initiate and participate in a discussion Demonstrate preparedness
5.4!
Pose and respond to questions
Respond to diverse perspectives
5.7!
6.5!
Integrate evidence from diverse sources
5.8
7.1!
!
7.3!
7.4! 7.6!
Acquire and use academic vocabulary More at: www.tinyurl.com/myindiestudio
7.7
6.8
ELA.8 CONDUCTING RESEARCH
7.2!
Use language and body movement effectively
6.6!
6.7!
Acquire and use academic vocabulary
Present findings and supporting evidence
6.3!
6.4!
Evaluate arguments and evidence
Give an effective conclusion
6.1!
6.2!
Promote a respectful, democratic discussion 5.6!
Acquire and use academic vocabulary
Customize the presentation
4.9
ELA.6 COLLABORATIVE DISCUSSIONS
5.5!
Strengthen writing through revision Use technology to share work
5.3!
4.5!
4.8!
Acquire and use academic vocabulary
Engage and orient the reader in the opening
4.4!
4.6!
Strengthen writing through revision
3.8
Use technology to share work
Develop the story and characters
4.3!
Use precise language, vocabulary & techniques
Acquire and use academic vocabulary
Use presentation aids
2.6!
Acquire and use academic vocabulary
Develop the claim and counterclaims
Introduce the presentation
2.5!
Compare and contrast different texts and media
ELA.3!WRITING ARGUMENTS Introduce my claim
2.3!
2.4!
Analyze the structure of texts
Compare and contrast different texts and media
2.1!
2.2!
Analyze the developments of the text
1.6!
! ! ! ! ! ! ! ! ! ! ! ! ! ! ELA.5 WRITING ! NARRATIVES ! ! ! ! ! ! ! ! ! ! ! ! ! ELA.7 GIVING ! !! PRESENTATIONS ! ! ! ! ! !
Cite evidence to support my interpretation Identify the central idea
1.4!
Analyze the structure of texts Assess point of view
!
1.1!
7.5!
Construct a primary research question
8.1!
Construct secondary research questions
8.2!
Identify and select diverse, trustworthy sources Use systems to organize information gathered Use the research process to build vocabulary Evaluate findings and draw conclusions
8.6!
Manage the research process effectively
8.7
8.3!
8.4!
8.5!
ELA.1 READING LITERATURE
I can cite one piece of evidence to support what the text says.
Level 6
I can cite three pieces of evidence to support my opinion about the text.
I can cite three pieces of evidence to support what the text says.
Level 7 I can cite three pieces of evidence and explain why they support what the text says.
Level 8
I can read and comprehend appropriately complex literary texts independently and proficiently.
cite
How well can I
evidence to support my interpretation of the text? ELA.1.1
I can cite one piece of evidence to support my opinion about the text.
I can cite three pieces of evidence and explain why they support my opinion about the text.
Level 12
I can cite and explain how multiple pieces of evidence support both what the text says and my opinion about it.
Level 10 I can cite and explain how multiple pieces of evidence support both what the text says and my opinion about it.
I can contrast pieces of evidence with each other.
I can identify other valid pieces of evidence and explain why my evidence is better.
1
I can contrast pieces of evidence with each other. I can explain why the evidence I selected is better than other valid pieces of evidence from the text.
I can identify and explain places where the text contradicts itself or does not support my opinion about it.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I analyze the
ELA.1.2
author's purpose?
How well do I analyze the ways in which
people, events, and ideas develop in the text? ELA.1.3
I can write a theme statement about a text and identify one detail that supports it. I can summarize what the text says.
I can identify the setting, conflict, and characters of a text, and I can identify the main parts of the plot (exposition, rising action, climax, resolution).
I can identify the universal theme of a text and explain how specific details in the text reveal the theme.
I can identify the universal theme of a text, and I can explain in detail how the setting, characters, and events of the plot show the theme.
I can identify multiple themes in a text, and I can explain how the setting, characters, and events of the plot show each theme.
I can identify multiple and opposing themes in a text and explain how the setting, characters, and events of the plot show them.
2
I can use archetypes (e.g. the coming of age story, the quest, the epic/tragic hero cycle) to identify and analyze changes in characters, plot, and setting.
I can identify and explain setting, characters, and plot and explain how they influence one another.
I can summarize what the text says.
I can summarize what the text says.
I can identify the ways that characters change over time due to other characters, conflicts, the setting, or the plot.
I can identify and explain the setting, characters, and plot and explain how they influence one another.
I can summarize what the text says.
I can identify and explain characteristics of the setting, conflict, characters, and plot.
I can summarize what the text says.
I can identify the setting, conflict, and characters of a text, and I can identify the main parts of the plot.
I can analyze how two opposing themes create conflict, stasis, and change between characters and in the plot.
I can identify the different characteristics of each in the text.
I can explain how the setting influences the characters and plot, how the characters influence the setting and plot, and how the plot influences setting and characters in the text.
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How well can I understand and explain the author's word choices? ELA.1.4
How well can I analyze how the author uses text structure
ELA.1.5
and connects each part to the whole?
I can identify the connotation of words in a text. I can identify examples of figurative language (e.g. simile, metaphor, personification) and explain what they mean. I can identify different levels of diction (e.g. formal, slang, colloquial, dialect), and different examples of sound devices (alliteration). I can identify and describe the characteristics of fictional texts and the different kinds of writing in fictional texts (dialogue, description, thoughts/feelings).
I can identify the connotation of words, examples of figurative language, levels of diction, and examples of sound devices. I can explain how connotation, figurative language, diction, and sound devices affect a reader.
I can identify and describe the characteristics and different kinds of writing in fiction. I can identify different forms of narrative text (prose, drama, poetry) and the text features of each (see appendix).
I can identify the characteristics, forms, genres, and text structures of poetry, drama, and fiction.
I can explain how patterns of emotionallycharged words, sound devices, diction, and figurative language work together to establish the tone.
I can identify an author's tone.
I can identify and explain how changing patterns of emotionally-charged words, sound devices, diction, and figurative language help create the shifts in tone.
I can identify shifts in an author's tone.
I can identify and explain the effect of connotation, diction, figurative language, and sound devices.
I can identify and describe the characteristics and different kinds of writing in fiction.
I can identify advanced structures and forms of poetry (e.g. ode, elegy, meter), drama (e.g. tragedy, comedy), and fiction (e.g. flashback, prolepsis, in media res), and explain how one structural element relates to the next.
I can identify an author's tone and identify examples of connotation, figurative language, diction, and sound devices that help create it.
I can identify different forms of narrative text (prose, drama, poetry) and the text features of each.
I can identify the effectiveness of an author's structural choices.
I can explain how one structural element of each genre influences or relates to the next (e.g. how one stanza reverses the previous one; how the rising action causes the climax). I can identify the different genres that fall under each form of fictional text.
3
I can identify and explain the effect when the structure differs from the norm (e.g. a longer rising action than normal builds suspense).
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How do I account for
point of
ELA.1.6
view and its role in shaping the text?
How do I
evaluate content in different formats, including both written, spoken, and visual texts? ELA.1.7
I can identify the point of view in a text (i.e. first person, second person, third person).
I can identify the techniques used in different media: film (i.e. camera angles, lighting, soundtrack, set/costumes), visual art (i.e. vantage point, line, color), and live theatre (i.e. sets/costumes, blocking, grouping).
I can identify the point of view in a text. I can identify the characteristics of each point of view (see glossary) and identify where I see them in the text.
I can identify the different techniques used in film, visual art, and live theatre, and identify the effects of those techniques on the viewer.
I can identify the literary point of view and provide multiple examples of its characteristics in the text.
I can identify instances where a limited narrator's voice does not give a complete or accurate presentation of facts (e.g. unreliable narrator, bias, dramatic irony).
I can identify the techniques of different media and their effects on the viewer.
I can identify the literary point of view and provide multiple examples of its characteristics in the text.
I can identify the characteristics of each literary point of view in the text, and provide examples of a narrator's limitation and identify one possible source and how it affects the telling of the story.
I can identify the techniques of different media and their effects on the viewer.
I can identify the literary point of view, including if a narrator is limited or omniscient.
I can identify the techniques of different media and their effects on the viewer.
I can identify the ways, both in technique and content, that an adaptation in one medium differs from the original.
I can analyze text where the narrator consistently does not or refuses to give a complete or accurate presentation of facts in order to make social commentary (e.g. satire).
I can identify the ways, both in technique and content, that an adaptation in one media differs from the original (e.g. the text *Othello* versus the film *O*).
4
I can identify the ways, both in technique and content, that multiple adaptations of a text in different media interpret the original text (e.g. the text *Othello," a filmed stage production of *Othello* set in the American South, and the film *O*). I can identify what the adaptation emphasizes, downplays, omits, or changes the original text.
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How well do I build and use my
ELA.1.8
academic vocabulary
I can identify words I do not know in a text and use context clues to guess their meaning. I can then use a dictionary to determine a word's actual meaning. I can use new words I learn in my writing and speech.
I can use both context clues and common prefixes, suffixes, and roots to guess a word's meaning and a dictionary to confirm or change my guess.
I can use both context clues and common prefixes, suffixes, and roots to guess a word's meaning and a dictionary to confirm or change my guess.
I can use both context clues and common prefixes, suffixes, and roots to guess a word's meaning and a dictionary to confirm or change my guess.
I can use both context clues and common prefixes, suffixes, and roots to guess a word's meaning and a dictionary to confirm or change my guess. I can explain the meaning of a new word I have just encountered by providing examples of the word.
I can explain the meaning of a new word I have just encountered by providing synonyms, antonyms, and examples of what it is and is not.
I can explain the meaning of a new word I have just encountered, and use it in my writing and speech.
I can use new words correctly in my writing and speech.
I can explain the meaning of a new word I have just encountered by providing synonyms, antonyms, and examples of what it is and is not. I can use new words correctly in my writing and speech.
I can use new words correctly in my writing and speech.
5
I can identify differences in meaning and connotation among words with the same definition.
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ELA.2 READING INFORMATIONAL TEXTS
Level 6 I can cite three pieces of evidence to support what the text says.
Level 7 I can cite three pieces of evidence and explain why they support what the text says.
Level 8
I can cite and explain how multiple pieces of evidence support both what the text says and my opinion about it.
Level 10
Level 12
I can cite one piece of evidence to support what the text says. I can cite three pieces of evidence to support my opinion about the text.
I can cite and explain how multiple pieces of evidence support both what the text says and my opinion about it.
I can cite one piece of evidence to support my opinion about the text.
I can identify other valid pieces of evidence and explain why my evidence is better.
I can read and comprehend appropriately complex informational texts independently and proficiently.
cite
How well do I
evidence to support my interpretation of the text? ELA.2.1
I can cite three pieces of evidence and explain why they support my opinion about the text.
I can explain why the evidence I selected is better than other valid pieces of evidence from the text.
I can identify and explain places where the text contradicts itself or does not support my opinion about it.
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1
How well can I analyze the
ELA2.2
author's purpose?
How well do I analyze the ways in which
the text?
people, events, and ideas develop in ELA.2.3
I can identify the main idea or claim of a text and one detail that supports it; I can summarize what the text says.
I can identify the places, people, and events in a text; I can identify different text structures of non-fiction (see appendix).
I can identify specific details that support the main idea or claim.
I can identify the main idea or claim of a text. I can identify specific details and explain how they support the main idea or claim.
I can identify the main idea or claim of a text.
I can identify the author's response to conflicting claims and evidence.
I can identify specific details and explain how they support each idea or claim.
I can identify multiple ideas or claims of a text.
I can identify multiple ideas or claims of a text and the details that support them.
I can identify the thesis that all claims and ideas jointly form.
I can identify the places, people, and events of a text and the text structures used to develop them.
I can identify the places, people, and events of a text and the text structures used to develop them.
I can summarize what the text says.
I can summarize what the text says.
I can identify and evaluate an author's response to other conflicting claims and evidence.
I can identify and explain the places, people, and events of a text and the text structures used to develop them.
I can explain how places, people, and events affect each other.
I can summarize what the text says.
I can identify the places, people, and events of a text and the text structures used to develop them.
I can explain how places, people, and events affect each other.
I can use archetypes to explain the changes: nature vs. industry; society vs. the individual; past vs. the present.
I can summarize what the text says.
I can identify the different characteristics of each in the text.
I can explain how place influences people and events, how people influence events and places, and how events influence people and places.
I can explain how the people, places, and events of the text change over time.
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2
How well can I understand and explain the author's word choices? ELA.2.4
How well can I analyze the way that the
author structures the text and connects each part to the whole? ELA.2.5
I can determine the meaning of technical words. I can identify the connotation of words in a text; I can identify different kinds of diction (formal, slang, colloquial, dialect). I can identify examples of figurative language (simile, metaphor, personification) and explain what they mean. I can identify the characteristics of informational, or nonfiction, writing, and the different kinds of writing found in informational text (summary, presentation of facts, argument).
I can identify an author's tone.
I can identify and explain how changing patterns of emotionally-charged words, diction, and figurative language help create the shifts in tone.
I can identify shifts in an author's tone.
I can identify and explain the effect of connotation, levels of diction, and figurative language, and I can determine the meaning of technical vocabulary.
I can explain how patterns of emotionally-charged words, levels of diction, and figurative language work together to establish the tone.
I can identify the characteristics, forms, genres, and text features of informational text.
I can identify the definitions of technical words, the connotation of words, levels of diction, and examples of figurative language.
I can identify the characteristics, forms, genres, and text structures of informational text.
I can explain how connotation, levels of diction, and figurative language affect a reader.
I can identify and describe the characteristics and different kinds of writing found in informational text.
I can identify an author's tone and identify examples of connotation, diction, and figurative language that help create it.
I can identify and describe the characteristics and different kinds of writing found in informational text.
I can analyze how one part affects the whole: for example, how one chapter affects the next; how the introduction affects the exposition).
I can evaluate the effectiveness of an author's structural choices.
I can explain how one structural element relates to the next. I can identify the different forms of informational text (argumentative, expository, narrative) and the text structures of each.
I can explain the effectiveness of an author's choices.
I can identify the different forms of informational text (argumentative, expository, narrative) and the text structures of each; I can identify the different genres that fall under each form of informational text.
I can identify and explain the effect when the structure differs from the norm: for example, the use narrative elements in a non-fiction text helps engage the reader.
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3
How do I account for
point of view and its role in shaping the text? ELA.2.6
How do I evaluate content that is presented in
different formats, including both written, spoken, and visual texts? ELA.2.7
I can identify the point of view in a text: first person, second person, third person.
I can identify the techniques used in different media: speech (tone, volume, speed, emphasis), documentary/film (montage, editing, voiceovers), and quantitative (infographic, chart, graph).
I can identify the point of view in a text. I can identify the characteristics of each point of view (see glossary) and identify where I see them in the text.
I can identify the techniques used in speech, documentary film, and quantitative representations, and identify the effects of those different techniques on the audience.
I can identify the techniques of different media and their effects on the viewer.
I can explain the bias in a text by examining the author's beliefs and motivations.
I can identify whether a text is biased or objective by identifying the characteristics of bias.
I can identify the point of view and its characteristics.
I can identify the techniques of different media and their effects on the viewer.
I can analyze texts where the bias is intended by the author as a tool make social commentary (satire).
I can identify whether a text is biased or objective by identifying the characteristics of bias.
I can identify the point of view and its characteristics.
I can identify the point of view and its characteristics.
I can identify the techniques of different media and their effects on the viewer.
I can identify the ways, both in technique and content, that the presentation of an idea or claim in one medium is different from its presentation in others (e.g. a textbook chapter about Malcolm X, *The Autobiography of Malcolm X, and the film *Malcolm X*), and I can explain the reasons for the difference.
I can identify one possible reason why a text might be biased.
I can identify the characteristics of bias (failure to see from other points of view; emotionally-charged diction; unusual presentation) and find examples of them.
I can identify how, both in technique and content, the presentation of an idea or claim in one medium is different from another (e.g. the facts about Malcolm X vs. *The Autobiography of Malcolm X), and I can identify what each emphasizes, downplays, omits, or changes the original text.
I can identify how, both in technique and content, the presentation of an idea or claim in one medium is different from its presentation in another (e.g. the facts about Malcolm X vs. *The Autobiography of Malcolm X*), and I can identify one reason for the difference (different purposes, different time periods, different audiences).
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How do I evaluate an
author's argument? ELA.2.8
How do I use and build my
ELA.2.9?
academic vocabulary
I can identify and find examples of the different rhetorical strategies authors use to reach their audience: appeals to logos, pathos, and ethos.
I can identify the specific purpose and audience of a text.
I can learn the meaning of new vocabulary words and use them correctly in writing and speech.
I can identify and find examples of the different rhetorical strategies and explain their effect on the audience; I can identify and find examples of different rhetorical fallacies (see appendix).
I can identify the specific purpose and audience of a text.
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can learn the meaning of new vocabulary words and use them correctly in writing and speech.
I can evaluate an author's argument both by identifying rhetorical strategies and explaining their effect on an audience, and by identifying and correcting rhetorical fallacies.
I can identify the specific purpose and audience of a text.
I can identify the complete purpose of a text: for example, "to persuade the reader that capital punishment is correct" or "to inform the reader about wooly mammoths."
I can learn the meaning of new vocabulary words and use them correctly in writing and speech.
I can identify, define, and learn unfamiliar words on my own when I am reading.
Identify the different purposes of informational text (to persuade, to entertain, to teach); I can identify the purpose of the text I am reading; I can identify the author's audience.
I can learn the meaning of new vocabulary words and use them correctly in writing and speech.
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can identify the author's audience.
I can learn the meaning of new vocabulary words and use them correctly in writing and speech.
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can explain the general effect of each of these strategies on an audience.
I can identify, define, and learn unfamiliar words on my own when I am reading.
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ELA.3 WRITING ARGUMENTS
I can choose a substantive topic that relates to an issue with local or global significance.
Level 10
I can write a thesis statement that clearly introduces an arguable claim.
I can write a thesis statement that precisely introduces my claim.
Level 8
I can write a thesis statement that clearly introduces an arguable claim. I can write an engaging hook.
Level 7
I can write a thesis statement that introduces an arguable claim. I can write a hook to engage my reader, such as an interesting fact, quotation or question.
Level 6
that helps to convey the importance and relevance of the topic to my audience.
I can acknowledge the most important counterclaim(s) in relation to my claim.
I can logically present and connect my reasons in the order they will be discussed.
I can select from a variety of techniques and genres to write a compelling hook that captivates my audience and sets the stage for my argument.
I can write a thesis statement that knowledgeably and precisely introduces my claim.
I can choose a substantive topic that relates to a compelling or provocative issue or controversy with local or global significance.
Level 12
I can write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
How well do I
introduce my claim? ELA.3.1
I can write a hook to engage my reader, such as an interesting fact, quotation or question.
I can identify the most important counterclaim(s).
I can provide necessary context or background information that will help my reader understand my topic and my claim.
I can acknowledge the most important counterclaim(s) in relation to my claim.
I can select from a variety of techniques to write a compelling hook that engages my audience and sets the stage for my argument.
I can provide some context or background information about my topic.
I can provide necessary context or background information that will help my reader understand my topic and my claim. I can logically present my reasons in the order they will be discussed.
I can provide necessary context or background information that will help my reader understand my topic and my claim. I can logically present my reasons in the order they will be discussed.
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develop my
How well do I
claim and counterclaims? ELA.3.2
I can group my ideas into paragraphs in a logical order.
I can group my ideas into paragraphs in a logical order.
I can group my ideas into paragraphs in a logical order.
I can group my ideas into paragraphs in a logical order. I can write several logical reasons to support my claim, with each reason in a new paragraph.
I can write several logical reasons that directly support my claim, with each reason in a new paragraph.
In each paragraph, I can write a new reason to support my opinion.
I can support each reason with relevant evidence from credible sources.
I can support each reason with two or more relevant and convincing pieces of evidence from credible sources that helps show my knowledge of the topic.
I can write several logical reasons that directly support my claim, with each reason in a new paragraph.
I can support each reason with facts and details from sources and/or from personal experience. I can support each reason with relevant evidence from credible sources and from personal experience.
The evidence I use shows my understanding of my topic.
I can connect my reasons and supporting evidence back to my claim.
The evidence I use shows my understanding of my topic.
I can breifly mention one or more counterclaims.
I can cite evidence to refute or disprove the counterclaim.
I can group my ideas into paragraphs that build on each other so that my reader can follow the logical progression of my argument.
I can write several logical reasons that directly support my claim, with each reason in a new paragraph.
I can integrate and cite multiple pieces of relevant and convincing evidence to support each reason.
I can convincingly explain the connections between my reasons, supporting evidence, and claim.
I can cite evidence to disprove the counterclaim, and critique sources when appropriate.
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use
How well do I
transitions to connect my ideas? ELA.3.3
I can link my opinions and reasons using words, phrases and clauses as transitions (e.g. specifically, consequently). I can use transitions to connect my ideas from one paragraph to the next.
I can use words, phrases and clauses as transitions to make connections between my paragraphs (e.g. one reason, in the first place, next, finally) and between sentences within my paragraphs (e.g. but, because, therefore, for this reason, also, however).
I can use words, phrases I can use words, phrases and clauses as transitions and clauses as transitions to make connections to help the reader between my paragraphs understand the and between sentences relationships among my within my paragraphs claim, reasons and evidence (e.g. furthermore, in (e.g. according to, comparison, since, for consequently, in addition, the same reason, in other subsequently, with this in words, in fact, for mind, as a result, it is instance, given that). important to note).
The placement of my transitions creates a logical flow between my paragraphs.
I can use transitions to guide the reader across the different parts of my argument.
My transitions help the reader to understand the connections among my claim, reasons and evidence I can use transitions to link the different parts of my argument.
My transitions help the reader identify when I am stating my claim, counterclaims, reasons and/or evidence (e.g. as the text states, on the other hand, others may say).
I can write original transitions to introduce and explain the relationships among my claim, reasons and evidence.
I can use transition phrases to show how new evidence relates back to previous evidence (e.g. as stated earlier, in contrast to, similarly to, previously, equally important).
I can use transitions to guide the reader across the different parts of my argument.
The placement of my transitions creates a logical flow between my paragraphs and gives the reader a sense of coherence.
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How well do I
maintain a formal style and objective tone? ELA.3.4
I can avoid using slang and contractions in my writing. I use correct MLA formatting.
I use formal language and avoid using slang and contractions.
I use formal language and avoid using slang and contractions.
I can keep my pronouns in the third person and not switch to first or second person, unless it serves a specific and important purpose in my writing, such as stating my claim or opinion.
I use formal language and avoid using slang and contractions.
I can use different sentence structures for different purposes.
I can replace simple words with more complex words.
I can keep my pronouns in the third person and not switch to first or second person, unless it serves a specific purpose of my writing, such as stating my claim or opinion. I use correct MLA formatting and follow the MLA guidelines for quote integration. I can use a variety of sentence structures, sometimes simple and sometimes complex.
I use correct MLA formatting and follow the MLA guidelines for quote integration.
I can use formal language and avoid contractions, slang, and switches in person, unless it serves a compelling purpose in my writing.
I can replace simple words with complex words and I can use advanced words that are specific to my topic (e.g. "fracking" and "oil rigs").
I can use different sentence structures to emphasize key points, and different verb tenses as needed.
I intentionally choose language to make the reader think and/or feel a certain way.
My writing is free of most errors in grammar, usage, and mechanics.
I can use correct MLA formatting and follow the MLA guidelines for quote integration.
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I can write a conclusion that restates the context and my claim. I can reflect on the importance of my topic and suggest an action or response.
With support from my educator, I can plan my writing before I begin.
My conclusion helps tie together my argument.
With support from my educator, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
I can reflect on my claim and give something for the reader to think about.
I can summarize my reasons.
How effective is I can write a conclusion my that restates my opinion or claim.
conclusion? ELA.3.5
How effectively do I participate in a revision process to improve my work? ELA.3.6 I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
I can write a conclusion that restates the most important points of my argument and highlights their significance. I can reflect on the importance of my topic and suggest an action or response. My conclusion helps to strengthen my overall argument.
Using feedback from my educator and peers, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator and peers.
I can reflect on the importance of my topic and suggest an action or response.
I can offer insights into additional questions and/or challenges related to the topic.
I can reflect on the importance of my topic and propose a course of action, a solution to an issue, or a question for further study.
I can write a conclusion that restates the claim, identifies how it was reached, and explains in several sentences its connection to a larger theme or essential question.
I can offer insights into additional questions and/or challenges related to the topic.
My conclusion strengthens the coherence of my overall argument.
I can write a conclusion that restates my claim, identifies how it was reached, and explains the connection to a larger theme or essential question.
My conclusion helps to strengthen my overall argument.
I can revise, edit, rewrite, or try a new approach to my writing, using others' feedback when it is provided or when I need it.
On my own, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing.
I can identify the purpose for and audience of my writing and make specific improvements to how I address them.
Using feedback from my educator and peers, I can plan my writing before I begin.
I can identify the purpose for and the audience of my writing and make specific improvements to how I address them.
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I can use words purposefully to effect the meaning and tone of my writing.
I can type on a keyboard to produce 1-2 pages of text in one sitting.
How well do I I can use technology to use produce and edit my technology to work. share my work? ELA.3.7
How well do I build and use
ELA.3.8
my academic vocabulary?
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use technology to produce and edit my work.
I can type three or more pages of text.
I can use technology to produce and edit my work.
I can use words purposefully to effect the meaning and tone of my writing.
I can integrate academic and/or technical vocabulary that is specific to my topic in order to enhance the clarity of my writing.
I can include sensory language, examples, analogies, and comparisons to help the reader understand the meaning and importance of my argument.
I can link to other information and display information flexibly and dynamically.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting. I can use technology to talk to and work with others.
I can use words purposefully to effect the meaning and tone of my writing.
I can link to other information and explain the relationship between my sources.
I can use words purposefully to effect the meaning and tone of my writing.
I can correctly use important vocabulary words that are specific to my topic.
I can link to other information.
I can correctly use important vocabulary words that are specific to my topic.
I can apply academic and/or technical vocabulary to show my in-depth knowledge of the topic and improve the clarity of my writing. I can define words in the context of my argument, when appropriate.
I can define words in the context of my argument, when appropriate.
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ELA.4 WRITING INFORMATIVE TEXTS
I can state the topic I will be informing my reader about.
Level 6 I can state the topic I will be informing my reader about.
Level 7 I can state the topic I will be informing my reader about and preview the subtopics in the order they will be introduced.
Level 8
I can state the significance of my topic and provide some context information.
I can state the topic I will be informing my reader about and preview the subtopics in the order they will be introduced.
Level 10
I can fully explain the significance of my topic by asking essential questions and/or referencing universal themes.
Level 12
I can indicate the organizational structure of my text. When appropriate, I can write an engaging hook.
1
When appropriate, I can write a compelling hook that is well-suited to the audience and text type.
I can preview the organizational structure, and provide context and outline key issues related to the topic.
I can write informative texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. How well do I
introduce my topic? ELA.4.1
In my introduction, I can preview the subtopics in the order they will be introduced.
I can indicate the organizational structure of my text (e.g. compare/contrast, cause/effect, claims and supports, etc.). When appropriate, I can write an engaging hook.
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I can write a conclusion that restates the context and my claim. I can reflect on the importance of my topic and suggest an action or response.
With support from my educator, I can plan my writing before I begin.
My conclusion helps tie together my argument.
With support from my educator, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
I can reflect on my claim and give something for the reader to think about.
I can summarize my reasons.
How effective is I can write a conclusion my that restates my opinion or claim.
conclusion? ELA.3.5
How effectively do I participate in a revision process to improve my work? ELA.3.6 I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
I can write a conclusion that restates the most important points of my argument and highlights their significance. I can reflect on the importance of my topic and suggest an action or response. My conclusion helps to strengthen my overall argument.
Using feedback from my educator and peers, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator and peers.
I can reflect on the importance of my topic and suggest an action or response.
I can offer insights into additional questions and/or challenges related to the topic.
I can reflect on the importance of my topic and propose a course of action, a solution to an issue, or a question for further study.
I can write a conclusion that restates the claim, identifies how it was reached, and explains in several sentences its connection to a larger theme or essential question.
I can offer insights into additional questions and/or challenges related to the topic.
My conclusion strengthens the coherence of my overall argument.
I can write a conclusion that restates my claim, identifies how it was reached, and explains the connection to a larger theme or essential question.
My conclusion helps to strengthen my overall argument.
I can revise, edit, rewrite, or try a new approach to my writing, using others' feedback when it is provided or when I need it.
On my own, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing.
I can identify the purpose for and audience of my writing and make specific improvements to how I address them.
Using feedback from my educator and peers, I can plan my writing before I begin.
I can identify the purpose for and the audience of my writing and make specific improvements to how I address them.
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How well do I
use transitions to connect my ideas? ELA.4.3
I can use transition words to introduce my topics and subtopics (e.g. before, after, or then).
I can use transition words and phrases to introduce my topics and subtopics (e.g. in addition to, furthermore, for example).
I can write original transitions that explain the connections between my topics, subtopics, and information (e.g. in contrast, by comparison, as a result).
I can write original transitions that explain the connections between my topics, subtopics, and information. I can write the transitions that link new concepts with other information (like returning to, similarly to, unlike). I can write original transitions at the end of my paragraph to connect to my next paragraph.
I can write original transitions that explain the connections between my topics, subtopics, and information, and that link new information with what came before.
I can write original transitions at the end of my paragraph to connect to my next paragraph by mentioning key words from my current paragraph and subsequent paragraph.
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How well do I I can provide specific facts use precise and information about my topic in my own words, language, vocabulary, and using charts, graphs, images, etc., when techniques? appropriate. ELA.4.4
I can choose quotations and introduce them with phrases like "the author said," or "according to the text." I can add an in-text citation.
I can choose short quotations and integrate them into my own sentences, so that I cannot tell they are there when reading out loud.
I can integrate charts, graphs, images, etc. when appropriate.
I can provide enough specific informati on about my topic such as facts, definitions, concrete details and examples, or quotations all from trusted sources.
I can choose quotations, integrate them into my own sentences, and provide information about the quotation's location in the text or source ("after Susan hits Bill"; "according to the narrator").
I can ensure that all my information is from trusted and significant sources.
I can provide specific information about my topic to fully define my categories and/or support my argument, while integrating charts, graphs, images, etc., purposefully.
I can add an in-text citation.
I can add an in-text citation. I can use ellipses to shorten or remove unnecessary parts of quotations.
I can provide significant information about my topic to engage my audience, while integrating charts, graphs, images, headings, etc. effectively. I can fully develop and define my categories and/or support my argument. I can ensure that I use multiple trusted and significant sources. I can choose quotations and integrate them into my own sentences, providing context for the reader to understand the quotation. I can add an in-text citation at the end of the sentence. I can use ellipses to shorten quotations, and brackets to make changes in person and tense, and to clarify unclear pronouns.
I can provide the most significant information about my topic that is relevant to my audience, while integrating charts, graphs, images, headings, etc. effectively.
4
I can fully develop and define my categories and/or support my argument as well as evaluate other points of view and/or conflicting information.
I can ensure that I use multiple trusted and significant sources.
I can choose quotations and integrate them into my own sentences, while providing details and context for the reader.
I can add an in-text citation at the end of the sentence, in parenthesis, and before the period.
I can use ellipses and brackets to modify quotations.
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How well do I
maintain a formal style and objective tone? ELA.4.5
ELA.4.6
I use formal language and avoid contractions, slang, and switches in person.
I use formal language and avoid contractions, slang, and switches in person.
I use formal language and avoid contractions, slang, and switches in person.
I use formal language and avoid contractions and slang.
I can consistently use an advanced vocabulary, including topic-specific words.
I use formal language and avoid contractions and slang.
I can use online tools to find the format for in-text citations and the works cited page that is appropriate for my subject.
I can replace simple words with more complex words.
I can use online tools to find the format for in-text citations and the works cited page that is appropriate for my subject.
I can use correct MLA formatting and follow the MLA guidelines for quote integration.
I can use advanced words, including those that are specific to my topic (e.g. "fracking" and "oil rigs").
I can use correct MLA formatting and follow the MLA guidelines for quote integration.
I can write a conclusion that reviews the topic and the tools used to develop it.
I use correct MLA formatting and follow the MLA guidelines for quote integration.
I can write a conclusion that reviews the topic and the tools used to develop it.
I can keep my pronouns in third person and not switch to first or second. I use correct MLA formatting and follow the MLA guidelines for quote integration.
I can write a conclusion that reviews the topic and the tools used to develop it.
I can write a conclusion that reviews the topic and the tools used to develop it.
I use correct MLA formatting and follow MLA guidelines for quote integration.
How effective is I can write a conclusion my that reviews the topic.
conclusion?
In my conclusion, I can identify and explain the significance and implications of the topic. In my conclusion, I can identify and explain the significance and implications of the topic.
5
In my conclusion, I can identify the significance and implications of the topic.
I can suggest solutions or future ways for the topic to develop and change.
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How effectively With support from my to I participate educator, I can plan my in a revision writing before I begin.
process to improve my work? ELA.4.7 I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
Using feedback from my educator and peers, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing.
Using feedback from my educator and peers, I can plan my writing before I begin.
I can identify the purpose for and audience of my writing and make specific improvements to how I address them.
I can revise, edit, rewrite, or try a new approach to my writing, using others' feedback when it is provided or when I need it.
On my own, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator and peers. I can identify the purpose for and the audience of my writing and make specific improvements to how I address them.
On my own, I can plan my writing before I begin.
I can revise, edit, rewrite, or try a new approach to my writing.
6
I can identify the purpose for and the audience of my writing and revise so that I have used the most effective tools to address them.
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How have I
used technology to share my work? ELA.4.8
How well do I build and use
ELA.4.9
my academic vocabulary?
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can learn new words specific to my topic and clearly define them in my writing to teach the reader about my topic.
I can link to other information.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use my words to intentionally affect the meaning and tone of my writing.
I can link to other information and explain the relationship between my sources.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can learn new words specific to my topic and use those words in my writing to teach the reader about my topic.
I can choose and define words that are specific to my topic and necessary for my reader to understand my topic.
I can use precise words that communicate my understanding of my topic.
I can use my words to intentionally make my reader think or feel a certain way.
I can link to other information, cite sources, and display information flexibly and dynamically.
I can use technology to talk to and work with others.
I can type three or more pages of text.
I can use technology to produce and edit my work.
I can intentionally use rhetorical strategies to make my reader think or feel a certain way.
I can link to other information, cite sources and find creative ways to display my information flexibly and dynamically.
I can use technology to talk to and work with others.
I can type three or more pages of text.
I can use technology to produce and edit my work.
I can appropriately use figurative language to explain words and concepts specific to my topic to my reader.
7
All of my domain-specific words are used intentionally to provide my reader with a deep understanding of my topic. I can appropriately use figurative language (e.g. simile, metaphor, analogy) to explain words and concepts specific to my topic to my reader.
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ELA.5 WRITING NARRATIVES
I can write an introduction that clearly identifies setting, characters, and the first events of the plot.
Level 6
Level 7
Level 8
Level 10
I can write an introduction where a narrator identifies plot, setting, characters and universal conflict by using one or multiple points of view.
Level 12
I can write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
engage my
How well do I
reader in my opening? ELA.5.1
I can write an introduction that establishes a point of view and clearly identifies setting, narrator and/or characters, and the first events of the plot.
I can write an introduction that has a specific point of view or multiple points of view, and a narrator (either first, second, or third person) who identifies characters, setting, and plot.
The introduction helps convey the significance of the conflict or problem.
I can write an introduction that has a specific point of view, as well as a narrator (either first, second, or third person) who identifies characters, setting, plot and the conflict that will propel the action.
In my introduction, I identify a conflict that will propel the action.
The conflict that propels the action is a universal conflict.
1
I can create an experience for the reader that involves suspense or uncertainty by introducing an unreliable narrator who misrepresents either through ignorance, madness, or choice.
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develop my
How well do I
ELA.5.2
story and characters?
How well do I
use transitions? ELA.5.3
I can organize the events of the plot to move them forward chronologically, with one event coming after the other. I can create characters and events that change over the course of my story. I can make thoughtful choices about how quickly the plot unfolds.
I can use time transition words to show shifts in time (e.g. next, last, first).
I can write a plot that combines action with dialogue and description of setting and character.
I can organize the events of the plot either chronologically, or over time. I can write a plot that combines action with dialogue, description of setting and character, and reflection either by the narrator or characters on what has happened or is happening to them.
I can write a plot and create characters that develop and change chronologically.
I can use time transition words and phrases to show shifts in time, place, and character (e.g. suddenly, just then, a little while later).
I can use a variety of transition words and phrases (e.g. time, cause and effect) to introduce changes in setting, plot, and character and to link the sections of my narrative.
I can write a plot and create characters whose chronologic change is show through dialogue, description, and reflection. I can write a plot that uses devices that interrupt the chronological order (e.g. flashback, prolepsis, in media res).
I can use original transition phrases to signal changes in setting, character, and plot. I can use transition phrases to connect events with their causes (e.g. because of, although, little did she know that). I can use original transition phrases to build relationships between the sections of my narrative.
I can write a narrative that has multiple plots and characters whose chronologic change is indicated through dialogue, description, and reflection.
My multiple plots use devices that interrupt the chronological order.
I intentionally manipulate the pace of my story to match its genre, and to create an experience that keeps the reader entertained and wanting to read on.
I can seamlessly shift from one section of my narrative to another using a variety of techniques including original transition words and phrases, repeated key words or phrases.
2
I can use transition words to show interruptions in the passage of time (e.g. meanwhile, at the same time, four days later).
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How well do I
use words to "paint a picture" for my audience? ELA.5.4
conclusion
How well does my flow from the story? ELA.5.5
How effectively do I participate in a revision
process to improve my work? ELA.5.6
I can write a narrative that contains specific details about plot, setting, and characters.
I can write a narrative that has a clear ending.
With support from my educator, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator.
I can write a narrative where the narrator and/or characters speak using language and/or dialect appropriate to their identities.
I can write a narrative that uses sensory and figurative language to describe specific details.
I can write a narrative that has a clear, logical ending that resolves the story ironically.
I can write a narrative where the narrator and/or characters speak using varied languages and/or dialects appropriate to their identities.
I can write a narrative that uses sensory and figurative language to describe specific details.
I can write a narrative that uses sensory and figurative language (e.g. including all forms of metaphor) to describe specific details about plot, setting, and characters.
I can write a narrative that has a clear, logical ending that resolves the story appropriately for its genre (e.g. tragedy, comedy).
I can write a narrative that uses sensory language (e.g. sound, taste, touch, smell, sight) to describe specific details about plot, setting, and characters.
I can write a narrative that has a clear ending that results from the events in the plot.
I can write a narrative that has a clear ending that results from the events in the plot and has either the narrator or characters reflecting on their experiences.
On my own, I can plan my writing before I begin.
3
I can identify the purpose for and the audience of my writing and revise so that I have used the most effective tools to address them.
I can revise, edit, rewrite, or try a new approach to my writing.
On my own, I can plan my writing before I begin.
I can identify the purpose for and audience of my writing and make specific improvements to how I address them.
I can revise, edit, rewrite, or try a new approach to my writing, using others' feedback when it is provided or when I need it.
Using feedback from my educator and peers, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing.
Using feedback from my educator and peers, I can plan my writing before I begin. I can revise, edit, rewrite, or try a new approach to my writing after receiving feedback from my educator and peers.
I can identify the purpose for and the audience of my writing and make specific improvements to how I address them.
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How do I use technology to share my work? ELA.5.7
How well do I build and use
ELA.5.8
my academic vocabulary?
I can use a variety of strategies to identify, define, and learn unfamiliar words.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use newly acquired vocabulary, specific to my topic, and apply new vocabulary to enhance the clarity of my writing.
I can use a variety of strategies to identify, define, and learn unfamiliar words.
I can link to other information.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use newly acquired vocabulary, specific to my topic, and apply new vocabulary to enhance the clarity of my writing.
I can use a variety of strategies to identify, define, and learn unfamiliar words.
I can link to other information and explain the relationship between my sources.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use newly acquired vocabulary, specific to my topic, and apply new vocabulary to enhance the clarity of my writing.
I can use a variety of strategies to identify, define, and learn unfamiliar words.
I can link to other information and display information flexibly and dynamically.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
I can use newly acquired vocabulary, specific to my topic, and apply new vocabulary to enhance the clarity of my writing.
I can use a variety of strategies to identify, define, and learn unfamiliar words.
I can link to other information and find creative ways to display my information flexibly and dynamically.
I can use technology to talk to and work with others.
I can type on a keyboard to produce 3 or more pages of text in one sitting.
I can use technology to produce and edit my work.
4
I can use newly acquired vocabulary, specific to my topic, and apply new vocabulary to enhance the clarity of my writing.
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ELA.6 COLLABORATIVE DISCUSSIONS
Level 6 I can participate in a formal discussion (e.g. one-on-one, small group, class-wide teacher-led) about grade 6 topics, texts, or issues. I can create two or more opportunities to contribute to the discussion.
Level 7 I can participate in a formal discussion about grade 7 topics, texts, or issues. I create multiple opportunities to contribute to the discussion.
Level 8 I can engage in a formal discussion about grade 8 topics, texts, or issues.
I can create multiple opportunities to make meaningful contributions to the discussion by offering new insights and/or making relevant connections.
Level 10 I can initiate and participate in a formal discussion on grade 10 topics, texts, or issues.
Level 12 I can initiate and participate with diverse groups of people in a formal discussion on grade 12 topics, texts, and issues.
I can initiate and participate in collaborative discussions, listen critically, and respond appropriately individually or in a group setting.
How well do I participate in a group discussion
ELA.6.1
and contribute toward collective outcomes? I can create one or more opportunities to contribute to the discussion.
I can create multiple opportunities to make meaningful contributions to the discussion by offering new insights and by making relevant connections.
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1
How well did I
prepare for the discussion? ELA.6.2
I can come to the discussion prepared by studying the material and finding evidence from required readings that will support my ideas. I can use my evidence to further the discussion, reflect on an idea, or ask a valuable question(s).
I can explicitly draw on my evidence to further the discussion, reflect on an idea, and ask valuable questions.
I can come to the discussion prepared by having read or researched the topic, text or issue. I can explicitly draw on my evidence and research to exchange and reflect on ideas, and to ask thought provoking questions.
I can come to the discussion prepared by having read or researched the topic, text or issue.
I can explicitly draw on my evidence and research to ask thought provoking questions and to provide a well reasoned exchange of ideas.
I can come to the discussion prepared by having read and researched the topic, text or issue.
I can come to the discussion prepared by having extensively read and researched the topic, text or issue from multiple trusted sourc es.
I can explicitly draw on the research and evidence I have prepared to ask thought provoking questions, to raise concerns, to suggest further areas of study, and to provide a well reasoned exchange of ideas.
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2
How well did I
engage in the discussion? ELA.6.3
I can follow the rules created for group discussions (e.g. refrain from disrupting the speaker, equal voice, active listening, respectul disagreement). I can express my own ideas and the ideas of others clearly.
I can follow the rules established for group discussions. I can express my own ideas and the ideas of others clearly. I can build on or further explain the ideas of others.
I can follow the rules established for group discussions. I can express my own ideas and the ideas of others clearly. I can build on or further explain the ideas of others. As needed, I can help establish clear goals, reasonable deadlines, and individual roles for the group discussion.
I can work with my peers to set rules for group discussions. I can express my own ideas and the ideas of others clearly and persuasively. I can build on/elaborate on others’ ideas. I can help establish and communicate a decision-making process for the group, as well as clear goals, reasonable deadlines, and individual roles.
3
I can work with my peers to promote a civil and democratic group discussion.
I can express my own ideas and the ideas of others clearly and persuasively.
I can build on/elaborate on others’ ideas.
I can help establish and communicate a decision-making process for the group, as well as clear goals, reasonable deadlines, and individual roles.
I can help track the progress of my group.
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How well did I
ELA.6.4
respond to diverse perspectives?
I can pose a specific question to the group for discussion. I can respond to a specific question, by connecting to the topic, text, or issue being discussed.
I can pose one or more questions to get more information about other people's ideas. I can respond to questions and comments by connecting to the topic, text, or issue being discussed.
I can pose one or more questions that connect other people’s ideas. I can respond to others’ questions and comments with specific evidence, ideas or observations related to the topic, text, or issue being discussed. As needed, I can bring the discussion back on topic.
I can pose and respond to questions to keep the discussion moving and to relate to broader themes and ideas. I can clarify, verify and/or respectfully challenge others’ ideas and conclusions. I can actively incorporate others into the discussion and bring the discussion back on topic as needed.
I can deepen the discussion by posing and responding to questions that require people to explain their thinking and provide additional evidence.
I can ensure that all positions and views related to the topic or issue are heard.
I can clarify, verify and/or respectfully challenge others’ ideas and conclusions.
I can encourage divergent and creative perspectives.
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4
How well can I
gain new insights and perspectives from the discussion? ELA.6.5
I can reflect on ideas that are different than mine.
I can listen to and understand other people's ideas and perspectives. I can reflect on ideas that are different from mine and at times, modify my own views and opinions.
I can listen to and understand other people's ideas and perspectives. I can reflect on ideas that are different from mine and at times, modify my own views and opinions.
I can listen to and understand other people's ideas and perspectives.
I can justify my own views with evidence related to the topic.
I can justify my own views and make new connections based on evidence and reasoning presented in the discussion.
I can summarize points of agreement and disagreement.
I can listen and respond thoughtfully to diverse perspectives.
I can synthesize comments, claims and evidence made on all sides of the issue.
I can summarize points of agreement and disagreement.
I can listen and respond thoughtfully to diverse perspectives.
I can resolve contradictions when possible.
I can determine what additional information or research is required to deepen the investigation or to complete the task.
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5
How well did I
integrate different sources of information to make informed decisions? ELA.6.6
How well did I
evaluate the speakers' ideas, reasoning, and evidence? ELA.6.7
I can interpret information presented in different media and formats. I can explain how it adds to the topic of the discussion.
I can identify a speaker's argument and specific claims. I can determine which claims are supported by evidence and which are not.
I can explain how these ideas clarify the topics of the discussion.
I can analyze the main ideas and supporting details presented in different media and formats. I can analyze the main ideas and supporting details.
I can identify the purpose of the information that is presented in different media and formats.
I can synthesize the information presented in diverse media or formats to support my position or decision.
I can synthesize the information presented in diverse media or formats in order to support my position, decision, or proposed solution.
I can use criteria to evaluate the credibility and accuracy of each source.
I can evaluate a speaker’s point of view, use of evidence, and use of rhetoric.
I can evaluate a speaker’s point of view, use of evidence, and use of rhetoric.
I can note any discrepancies among the data.
I can identify when a speaker's argument is not logical or well reasoned. I can identify evidence that has been exaggerated or is misleading.
I can assess the effectiveness of a speaker's stance, premise, connection of ideas, word choice, points of emphasis and tone.
I can evaluate the credibility and accuracy of each source.
I can use criteria to evaluate why certain media or formats were used instead of others.
I can explain how these ideas clarify the topics of the discussion.
I can determine which claims are supported by evidence and which are not.
I can identify a speaker's argument and specific claims.
I can determine which claims are supported by evidence and which are not.
I can evaluate the strength of the claim based on the relevance and amount of evidence provided.
I can identify a speaker's argument and specific claims.
I can evaluate the strength of the claim based on the relevance and amount of evidence provided.
I can identify evidence that does not support or relate to the argument.
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6
vocabulary?
How well did I use and build my ELA.6.8
I can use vocabulary resources, context clues, roots, prefixes, and suffixes to help me comprehend unfamiliar words or phrases.
When preparing for the discussion, I can write down new vocabulary words and/or phrases. I can use vocabulary resources, context clues, roots, prefixes, affixes and suffixes to help me comprehend unfamiliar words or phrases.
When preparing for the discussion, I can write down new vocabulary words and/or phrases.
I can use one or more new vocabulary words correctly during the discussion.
When preparing for the discussion, I can write down new vocabulary words and/or phrases. During the discussion, I can take note of new vocabulary terms and/or phrases that I hear. I can use vocabulary resources, context clues, roots, prefixes, affixes and suffixes to help me comprehend unfamiliar words or phrases. I can use one or more new vocabulary words correctly during the discussion.
I can use my understanding of vocabulary to comprehend unfamiliar words or phrases.
During the discussion, I can take note of college/career level vocabulary terms and/or ideas and phrases used by others.
When preparing for the discussion, I can write down college/career level vocabulary words and/or ideas, and phrases and I can accurately them during the discussion.
I can use my understanding of vocabulary to comprehend unfamiliar words or phrases.
During the discussion, I can take note of college/career level vocabulary terms and/or ideas, phrases and theories used by others.
When preparing for the discussion, I can write down college/career level vocabulary words and/or ideas, phrases and theories and accurately use them during the discussion.
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7
ELA.7 GIVING PRESENTATIONS
I can hook the audience, such as by using a short story, question, an interesting fact or example.
Level 6 I can hook the audience such as by using a short story, question, an interesting fact or example.
Level 7 I can hook the audience such as by using a short story, engaging question, an interesting fact or example.
Level 8
My hook helps engage my audience intellectually and leaves them eager to hear more.
I can hook the audience such as by using an interesting story, provocative question, or reference (e.g. current local or global issue or event, quote from a familiar public figure).
Level 10
I can give purposeful and effective presentations in formal settings, making strategic and appropriate decisions about content, language use, and discourse style based on the audience, venue, and topic.
How well did I
introduce my presentation? ELA.7.1
My hook helps the audience to see how the content of my presentation is important or interesting.
I can give an exciting preview of the content to come.
My hook helps the audience to see how the content of my presentation is important to me. I can give a preview of the main parts of the presentation.
My hook is relevant to the central message(s) of my presentation, and helps connect the topic of my presentation to the audience.
I can give a preview of the main parts of the presentation.
I can give a succinct and sequenced preview of the content that is to come.
Level 12
I can hook the audience such as by using a powerful story, provocative question, or interesting reference (e.g. current issue or event, historical fact or anecdote, relevant quote).
My hook engages the audience both emotionally and intellectually, leaving them eager to hear and learn more.
1
I can give a succinct, compelling and sequenced preview of the content that is to come.
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How well did I
present my findings and supporting evidence? ELA.7.2
I can present my claim or central message(s) and findings in a logical order. I can use descriptions, facts, and details to highlight the main ideas or themes. I can use transition words to introduce my key ideas (e.g. also, next).
I can use relevant descriptions, facts, and details to highlight the main ideas or themes.
I can present my claim or central message(s) and findings in a clear, focused, and wellorganized way.
I can present my claim or central message(s) and findings in a clear, focused, and coherent way.
I can cite relevant evidence and use valid reasoning as I present.
I can use transition words to help create a sense of flow and logic (e.g. shows that, reveals that, indicates that).
I can select fitting descriptions, relevant facts and important details to provide strong support for my claim or central message(s).
I can make clear connections between my central message(s) and the supporting details. I can use transition words and phrases to introduce main points and supporting information (for example, in addition to).
I can present my claim or central message(s) and findings in a clear, focused, and coherent way throughout my presentation. I can use several types of supporting evidence (e.g. explanations, examples, illustrations, statistics, analogies, quotations from relevant sources) that strengthen my central message(s) and convey my background knowledge on the topic. I can use transition words (e.g. as stated earlier, in contrast to, similarly to) and follow a logical sequence so that listeners can follow my line of reasoning. I can identify alternative views or counterclaims to ensure audience members have a full picture of the issues surrounding my topic.
I can present a claim(s) or central message and findings in a clear, focused, and coherent way throughout my presentation.
I can use transition words effectively and integrate strong supporting evidence in varied formats and from diverse sources.
2
My presentation has a clear line of reasoning, and conveys in-depth knowledge and a distinct perspective on the topic.
I can present my analysis of alternative views persuasively, drawing on diverse sets of evidence to support my position.
As needed, I can manage a Q&A session effectively (time, equal voice) and field questions from the audience with confidence and ease.
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How effectively did I customize my presentation for my specific purpose, context, and audience? ELA.7.3
I can vary sentence patterns to keep listeners interested, such as by using different sentence starters, or different types of sentences (e.g. questions, exclamations, declaratives). I can keep my style and tone consistent during my presentation.
I can vary sentence patterns to help keep listeners actively engaged, such as by using well-placed and purposeful sentence starters, or different types of sentences. I can choose language that helps me express my ideas clearly and concisely (e.g. avoiding wordiness and redundancy).
I can vary sentence patterns to build listener interest. I can make intentional choices about my words, phrases, and the points I will emphasize in order to ensure my audience understands my presentation. I can choose details and facts that will be of interest to my specific audience.
I can use various types of phrases and clauses to convey specific meanings and add variety and interest to my presentation.
I can vary my sentence patterns and adapt my speech and word choice to build listener interest and connect with the audience over the course of my presentation.
I can use various types of phrases and clauses to convey specific meanings and add variety and interest to my presentation.
I can vary my sentence patterns, adapt my speech and word choice, and integrate the use of metaphor or simile to build listener interest and connect with the audience.
I can read my audience and make appropriate changes to my presentation (length, language, anecdotes) so that my audience remains invested.
The organization and delivery of my presentation offers strong evidence that I have built my presentation for my specific audience and the chosen venue. The organization and delivery of my presentation offers evidence that I have taken my specific audience into consideration when preparing for my presentation (e.g. language, content, structure, background knowledge).
When given a time constraint, I can stay within the time limits.
3
When given a time constraint, I can stay within the time limits.
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How effectively did I use different
media to communicate my ideas? ELA.7.4
I can include simple multimedia components (e.g. graphics, images) that relate to the topic of my presentation.
I can make specific choices of multimedia components (e.g. graphics, images, sounds, music) that relate to my central message(s). I can integrate them into my presentation in order to emphasize my most important points.
I can carefully select and integrate specific multimedia components into my presentation. My multimedia selections help clarify information, strengthen my central message(s) and evidence, and make my presentation more interesting to the audience.
I can strategically use digital media (e.g., textual, graphical, audio, visual, and interactive elements) to enhance my audience's understanding of my central message(s), reasoning, and evidence. My selections help make my presentation more interesting to the audience.
4
I can strategically use digital media to enhance my audience's understanding of my findings, reasoning, and evidence and to illustrate my most important points.
My selections help make my presentation more engaging to the audience.
I can use technology to expand my audience (e.g. Skype; record for later viewing).
My presentation has a consistent visual theme (fonts, colors, formatting).
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How well did I use I can look up from my notes to make eye contact with members of my audience.
my words, voice and body
language to engage my audience? ELA.7.5 I can speak loudly enough for everyone to hear me. I can control my body movements so that I don't distract my audience.
I can look up from my notes often to make direct eye contact with members of my audience. I can avoid crutch words (e.g. um, uh, like, kind of, you know, right) and fidgeting. I can speak loudly enough so that my audience can hear me. I can keep a consistent pace during my presentation.
I can make direct eye contact with the entire audience while also using my notes. I can avoid crutch words and fidgeting. I can maintain a consistent pace and volume when I am speaking. I appear comfortable while I am presenting, using natural gestures in order to keep my audience actively listening and interested.
I can hold the attention of my entire audience with the use of direct eye contact, seldom looking at notes. I can avoid crutch words (e.g. literally, actually, basically) and fidgeting. I can speak clearly, not too quickly or slowly, and loudly enough for my audience. I can change my tone and pace to maintain interest and to emphasize key points. I can use natural hand and body gestures and varied facial expressions to engage my audience, standing/sitting up straight with good posture.
I can maintain direct eye contact with most or all of the audience members, using varied facial expressions, changes in voice intonation, and natural hand and body gestures to actively engage my audience.
I can avoid crutch words and fidgeting.
I can articulate my words clearly, not too quickly or slowly, and loudly enough for my audience.
I can change my tone and pace to maintain interest and to emphasize key points.
5
I am confident and relaxed throughout my entire presentation, displaying good posture and open body language.
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ELA.7.6
How well did I conclude my presentation? I provide a closing statement in which I restate my main ideas.
How well did I use In my presentation, I can my show correct usage of vocabulary? one or two new ELA.7.7 challenging vocabulary words that I learned while preparing for my presentation. I can explain the meaning of the new vocabulary words when using them.
I provide a closing statement in which I restate my main ideas and leave the audience with something to think about.
In my presentation, I can show correct usage of three or four challenging new vocabulary words that are specific to my topic and that I learned while preparing for my presentation. I can explain the meaning of the new vocabulary words when using them.
In my presentation, I can show correct usage of multiple academic words that are specific to my topic and that I learned while preparing for my presentation.
I can integrate multiple academic words in my presentation that are specific to my topic of study and that are useful for conveying complex ideas about the topic.
I can leave the audience with suggested next steps.
I can explain the connections between my central message(s) and a larger universal theme or essential question.
In my conclusion, I provide a synthesis of my central message(s) or claim and supporting ideas or evidence.
I can integrate academic language from a range of relevant disciplines (connected to my topic) that are useful to convey complex ideas about the topic.
I can leave the audience with suggested next steps and close with a hook that brings the presentation "full circle" and emphasizes the importance or relevance of the topic.
I can explain the connections between the topic, my central message(s), and a current local or global issue, universal theme or essential question.
In my conclusion, I provide a succinct and compelling synthesis of my central message(s) or claim(s) and supporting ideas or evidence.
In my conclusion, I rephrase my central message(s) or claim, and explain the connection between the main ideas and a larger theme or essential question.
I can explain the meaning of the new vocabulary words when using them.
In my presentation, I can provide the meaning of the academic words while using them without having to state a formal definition.
6
In my presentation, I provide helpful contextual knowledge when using challenging, academic words that my audience may not know in order to make sure the information I am presenting is accessible to every audience member.
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ELA.8 CONDUCTING RESEARCH
Level 6 I can read from several different sources to get information about a topic or issue to investigate.
Level 7 I can read from several different sources to get information about a topic or issue to investigate.
Level 8
I can read broadly across a subject area in order to gain valuable information to help me select a topic or issue to investigate.
Level 10
I can read broadly across a subject area in order to gain valuable information on a topic or issue.
Level 12
I can frame and advance an inquiry to investigate topics, build knowledge, and analyze and integrate information.
How well do I construct my
ELA.8.1
primary question?
I can scan sources provided by my educator in order to help me gain general background knowledge on a topic.
1
During my research process, I can use new information to improve my primary question by making it more specific and focused.
I can create a statement of purpose that captures the importance of my question and its relevance and significance to the field.
I can define a focused, knowledgeable, and challenging research question that reflects an enduring issue in the field and that requires challenging and/or provocative research. I can define a focused, challenging research question that reflects an enduring issue in the field.
During my research process, I can use new information to improve my primary research question by making it more specific and focused.
I can create a statement of purpose that captures the importance of my question and its relevance to the field.
I can come up with a specific primary research question.
During my research process, I can use new information to improve my primary research question by making it more specific and focused.
I can create a statement of purpose that describes my research question and what I plan to learn.
I can come up with a specific primary research question that relates to an important issue in the field.
With guidance from my educator, I can come up with a specific "primary" research question that relates to the subject area I am studying. I can explain how my questions are connected to one or more issues in the subject area or "field" that I am researching. During my research process, I can use new information to improve my primary research question by making it more specific and focused.
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How well do I develop my
secondary questions? ELA.8.2
With guidance, I can come up with several supporting secondary questions that relate to my primary research question.
I can list several specific secondary questions that are important to my primary research question.
I can create a working list of several secondary questions that will guide my research and help me gain important information about my primary research question. During my research process, I can use new information to improve my secondary questions (e.g. revise, remove, add).
I can create a working list of several specific and important secondary questions that will guide my research. During my research process, I can use new information to improve my list of secondary questions.
I can create a working list of several specific, insightful secondary questions that will guide my research and that are critical to helping me fully investigate my primary question.
2
During my research process, I can use new information to improve my list of secondary questions.
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How well can I identify and select
credible, diverse sources? ELA.8.3
With guidance, I can review two or three trusted sources in different formats (e.g. books, articles, journals, electronic resources) in order to gain important information on my research questions.
I can brainstorm key search terms to help me discover sources online. I can identify and review two or more trusted sources in different formats in order to gather important information on my topic. I can assess the credibility of each source by considering the author, the publisher or platform, and the date of the publication.
Before searching, I can determine the kinds of sources that will be helpful to my research topic.
Before searching, I can determine the most important types of sources to inform my research.
I can identify and review three or more trusted sources in different formats in order to gather important information.
I can assess the credibility and accuracy of each source by considering key factors (author, author's purpose, publisher or platform, publication date,
I can use different types of search tools (e.g. catalogues, journals, article databases, websites) to help me identify numerous credible primary and secondary sources in diverse formats.
I can brainstorm keywords, categories, and related terms to help me discover sources.
I can assess the credibility of each source by considering the author, the author's purpose, the date of publication,
I can brainstorm keywords, categories, and related terms to help me discover sources.
and the types of sources cited in the publication.
types of sources cited, how well information from one source can be crosschecked with another source to confirm accuracy)
Before searching, I can determine the most important and relevant types of sources to inform my research.
I can use advanced searches to help me discover sources.
I can use different types of search tools to help me identify numerous credible primary and secondary sources in diverse formats.
I can assess the credibility and accuracy of each source by considering a broad range of important factors (author, purpose, publisher or platform, publication date, references cited, formality of language used, types of evidence
3
used to support claims, how well diverse viewpoints are represented, how well specific details from one source can be crosschecked and confirmed with other trustworthy and verified sources).
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How well do I
organize information ELA.8.4
from my sources?
How do I use my research process to help
ELA.8.5
build my vocabulary?
I can use a note-taking system (e.g. Cornell notes, mapping, outline) to guide my research process. I take notes of key facts, ideas, and quotes. My notes are clear and include complete bibliographic information so that I can avoid plagiarism.
I can list and define new vocabulary words that I discover during my reading and research process.
I can use a note-taking system to guide my research process. I take careful notes of key facts, ideas, relevant details, and important quotes. My notes are organized in a purposeful way (e.g. by type of source, by claim, by alphabetical order, or by another category). My notes are clear and include complete bibliographic information so that I can avoid plagiarism.
I can list and define new vocabulary words that I discover during my reading and research process.
I have a specific system for note-taking, citing sources, and organizing my research materials. I take careful notes of key facts, ideas, relevant details, and important quotes. In my notes, I clearly indicate the difference between a direct quotation, a paraphrase, a summary, and a personal thought (e.g. color codes, graphic organizer). My notes are clear, detailed, and include complete citations on all sources so that I can avoid plagiarism.
I can list, define, and integrate the use of new vocabulary words in my research process.
I have a specific system for note-taking, citing sources, and organizing my research materials. I take clear and detailed notes of key facts, ideas, relevant details, and important quotes. In my notes, I distinguish between paraphrases, quotations, summaries, and personal thoughts. My notes include complete citations on all sources so that I can demonstrate the credibility and authority of the information presented, and avoid plagiarism.
I have a specific and efficient system and set of tools for note-taking, citing sources, and organizing all of my research materials (e.g. Google Drive, Noodlebib, Asana).
4
I take clear, detailed, and succinct notes of key facts, ideas, relevant details, and important quotes.
In my notes, I distinguish between paraphrases, quotations, summaries, and personal thoughts.
I can extract the most important information from the highest quality sources in order to fulfill my research purpose.
My notes include complete citations on all sources so that I can demonstrate the credibility and authority of the information presented, and avoid plagiarism.
in order to fulfill my research purpose.
I can list, define, and integrate the use of new vocabulary words in my research process.
I can extract the most important information from the highest quality sources
I can list, define, and integrate the use of new vocabulary words in my research process.
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How well do I
evaluate my findings and draw conclusions? ELA.8.6
I can summarize my research findings, and explain the most important information from my sources that helps me answer my research question.
I can summarize my research findings and draw conclusions using details from my sources. I can analyze different points of view that are represented in each of my sources about my research topic or question.
I can analyze different types of information from diverse sources. I can analyze the strength of the supporting evidence used in my sources. I can synthesize my research findings, and draw logical conclusions based on details and evidence from my sources.
I can analyze points of agreement and disagreement that experts have about my research topic based on the information provided in my sources.
I can synthesize my research findings, demonstrating deep understanding of the subject under investigation.
I can analyze major points of agreement and disagreement that experts have about my research topic or question, based on the information provided in my sources.
5
I can draw logical, evidencebased conclusions while drawing on multiple, diverse and credible sources and avoiding overreliance on any one source.
I can write a conclusion in which I restate the topic, synthesize my research findings, and draw conclusions about my primary research question. I can propose areas for further research that would help strengthen the research base for my topic or primary question.
I can address some of the most significant assumptions made in my research.
I can propose suggestions for future research that is challenging, relevant, and important to my topic of study.
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How effectively do I manage the research process? ELA.8.7
With guidance, I can implement a work plan for completing my research in a timely manner. My work plan includes a complete and detailed list of specific actions, deadlines, and resources/supports needed for the successful completion of my research. I can complete my actions on time, submit work by or before deadlines, and make adjustments to my plan when necessary. I can complete my actions on time, submit work by or before deadlines, and make adjustments to my plan when necessary.
My work plan includes a complete and detailed list of specific actions, deadlines, and resources/supports needed for the successful completion of my research.
With guidance, I can create and implement my own work plan for completing my research in a timely manner.
I can complete my actions on time, submit work by or before deadlines, and make adjustments to my plan when necessary.
My work plan includes a complete and detailed list of specific actions, deadlines, and resources/supports needed for the successful completion of my research.
With guidance, I can create and implement my own work plan for completing my research in a timely manner.
I can establish and implement my own work plan for completing my research in a timely manner. My work plan includes a comprehensive and sequenced list of specific actions, deadlines, and resources/supports needed for the successful completion of my research. I can complete my actions on time, submit work by or before deadlines, and make adjustments to my plan when necessary.
6
I can establish and implement my own work plan for completing my research in a timely manner.
My work plan includes a comprehensive and sequenced list of specific actions, deadlines, and resources/supports needed for the successful completion of my research.
I can complete my actions on time, submit work by or before deadlines, and make adjustments to my plan when necessary.
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Skills Overview
! ! ! ! NUMBER & QUANTITY MATH.1 ! !! ! ! ! ! ! ! !
My MATH competencies MATH.2 Algebra
Use and extend the properties of rational and irrational numbers
!
1.1!
and rational expressions
Reason quantitatively and use units to solve problems
Perform arithmetic operations with polynomials 2.1!
Create equations that describe numbers or
1.2
relationships
2.2!
Reason with equations and inequalities
2.3
! !
! ! !! ! ! ! ! ! ! ! ! ! Statistics & Probability MATH.5 ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
MATH.3 ! Functions
Interpret functions Build functions
MATH.4 Geometry
!
3.1!
3.2!
Work with linear, quadratic, and exponential models, and trigonometric functions
3.3
Interpret and use statistical data to make decisions
5.1!
Apply knowledge of probability rules to make inferences
5.2
More at: www.tinyurl.com/myindiestudio
Understand congruence
4.1!
Apply knowledge of similarity, right triangles, and trigonometry
4.2!
Express geometric properties with equations Apply knowledge of geometric measurement and dimension
4.4!
Model with geometry
4.5
4.3!
MATH.1 NUMBER AND QUANTITY
I can add, subtract, multiply, and divide fluently using numbers with multiple digits and decimals (6.NS.2,3).
Level 6
I can use long division to convert a rational number to a decimal number (7.NS.2c).
Level 8
When I am given an irrational number, I can use rational numbers to figure out its value, and I can show where irrational numbers would be located on a number line diagram based on my estimation of their value (8.NS.2).
I can estimate the value of expressions without doing the...
I can explain the solution I can explain the to addition and differences between subtraction problems rational and irrational with rational numbers on numbers, and I can use a number line (7.NS.1). rounding to turn a number with a I can explain how repeating decimal into subtraction is really just a rational number adding the "additive (8.NS.1). inverse;" for example: p q = p + (-q); and that the distance between two numbers on the number line is the absolute value of their difference (7.NS.1c).
Level 7
I can reason and model quantitatively, using units and number systems to solve problems. How well can I use and extend
properties of rational & irrational numbers? MATH.1.1 (CCSS N.RN, N.CN)
I can solve word problems that require me to divide fractions by fractions. In my solution, I can model the problem using pictures and equations (6.NS.1). When I am given a set of numbers, I can find their common factors (for whole numbers less than 100) and their common multiples (for whole numbers less than or equal to 12) (6.NS.4).
I can prove why the rules for whole number exponents still work when applied to exponents with fractions (N.RN.1).
Algebra I
I know that there is a complex number called "i" such that i^2 = -1 (whoa!), and I know that every complex number has the form "a + bi" where a and b are real (N.CN.1)
Algebra II
I can solve quadratic equations with real coefficients that have complex solutions (N.CN.7)
I can rewrite expressions that have radical numbers and rational exponents. For example, I know how to rewrite 5^(1/3) and I can explain my answer. (N.RN.2) I can add and multiply rational and irrational numbers, and I can determine whether the sums and products are rational or irrational (N.RN.3)
I can extend...
1
I can add, subtract, and multiply complex numbers by using the commutative, associative, and distributive properties and the relation "i^2 = 1." (N.CN.2)
I can generalize when...
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How well can I use and extend
properties of rational & irrational numbers? (cont'd)
...I can compare and place negative and positive numbers in the right order based on their value, and I can interpret and explain the "absolute value" of numbers (6.NS.7). I can graph points in all four quadrants of the coordinate plane, and I can predict when two ordered pairs will reflect each other on the plane (6.NS.8).
...actual calculations, such as "π^2." (8.NS.2)
...the sums and products of two rational and/or irrational numbers will be rational or irrational (N.RN.3).
...polynomial identities to the complex numbers (N.CN.8).
2
I know the Fundamental Theorem of Algebra, and I can show that it is true for quadratic polynomials (N.CN.9).
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How well can I
reason quantitatively and use units to solve problems? MATH.1.2 (CCSS RP, N.Q.A)
I can use positive and negative numbers to explain real situations in the world (temperature, $ debt, electric charges), and I can place positive and negative numbers on a number line correctly (6.NS.5,6). I can explain the concept of a ratio and use real examples to correctly describe a ratio relationship between two quantities (6.RP.1) I can use ratios to solve real-world problems (unit rate problems, find the whole when given a part) (6.RP.3).
I can solve real-world problems that require me to add, subtract, multiply, and divide rational numbers (7.NS.3). When given a ratio that involves fractions, I can figure out the unit rates, including ratios of lengths, areas, and other types of unit measurements (7.RP.1). I can recognize and show proportional relationships between different quantities, and I can use proportional relationships to solve ratio and percent problems that have two or more steps (7.RP.2,3).
I can solve challenging, real-world problems that require me to add, subtract, multiply, and divide rational numbers (7.NS.3).
I can explain and show how the units of a multistep problem help me understand the problem and guide my approach to solving the problem, and I can choose and interpret the units in formulas (N.Q.1). When I am reporting a quantity of something, I can choose the right units at the right level of accuracy that is most appropriate for the situation, and I can explain why it is important to wait to round numbers until the end of all of my steps (N.Q.3). I can choose and define appropriate quantities when I am describing data sets using descriptive modeling (mean, median, mode) (N.Q.2).
3
I can solve challenging, multi-step problems that require me to choose and interpret the scale and the origin of graphs and data displays (N.Q.1)
When reporting a quantity, I can choose the right units at the right level of accuracy that is most appropriate for the situation, considering the limitations on measurement (N.Q.3).
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MATH.2 ALGEBRA
I can write and evaluate an expression that has whole-number exponents (6.EE.1).
Level 6 I can add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.1).
Level 7 I can apply the properties of integer exponents to create equivalent numerical expressions (8.EE.1)
Level 8
I can interpret, represent, create, and solve algebraic expressions. How well can I solve problems involving
polynomials & rational expressions? MATH.2.1 (SSE, APR)
When given a real-world...
I can add, subtract, multiply, and divide numbers written in scientific notation (8.EE.4).
I can estimate very large and very small numbers using numbers written in the form of a single digit times an integer power of 10 (8.EE.3)
I can use square root and cube root symbols to represent solutions to equations (8.EE.2).
I can write, read, and evaluate expressions that have letters that stand for numbers ("variables") (6.EE.2).
I can explain how rewriting an expression in a different form can help you understand the problem and how the quantities are related to each other (7.EE.2).
When given an expression, I can use different properties of operations (distributive, associative, commutative) to create an equivalent expression (6.EE.3). I can tell when two different expressions are equivalent, and I can explain why (6.EE.4).
Algebra I
Algebra II
1
I can explain the meaning I can rewrite polynomial, of each of part of an exponential, rational, or expression (terms, radical expressions with factors, coefficients) and the purpose of identifying I can interpret the unique properties complicated expressions about the quantity it by breaking them down represents in order to into individual parts solve mathematical and (SSE.1). real-world problems with three or more steps. I can analyze the (SSE.3) structure of linear, exponential, and I can apply the Remainder quadratic expressions to Theorem (APR.2). figure out different ways I can identify zeros of that I can rewrite it. For example, I can rewrite x4 - polynomials (when suitable factorizations are y4 in at least two available) and use the different way and clearly zeros to create a rough explain the structure graph of the function that (SSE.2). the polynomial defines (APR.3). I can rewrite quadratic and exponential expressions with the...
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How well can I solve problems involving
polynomials & rational expressions? (cont'd)
...example, I can use scientific notation and choose units that match the size of a given quantity (8.EE.4).
...purpose of figuring out the unique properties about the quantity it represents in order to solve mathematical and real-world problems with at least two steps. (SSE.3) I can add, subtract, and multiply polynomials, and I can apply my knowledge of polynomials to explain how polynomials are similar to integers in that they are "closed" under these operations (APR.1)
2
...I can prove polynomial identities and use them to describe relationships between numbers (APR.4).
I can apply the Binomial Theorem (APR.5).
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How well can I
create equations? MATH.2.2 (CCSS EE, CED)
I can solve real-world problems by writing and solving equations that look like this: x + p = q where all the numbers are positive rational numbers (6.EE.7). I can write inequalities that look like this: x > c or x < c in order to represent real-world situations where there is a limit or a constraint that I need to model mathematically (6.EE.8).
I can model and solve challenging, real-world problems by creating and solving simple equations and inequalities.
I can solve linear equations in one variables (8.EE.7).
I can create equations and inequalities in one variable and use them to solve problems (linear and quadratic functions, simple rational and exponential functions) (CED.1) I can use equations or inequalities to model a real-world situation that involves specific constraints (costs of food, nutrition) and by systems of equations and/or inequalities; I can interpret the solutions as either "viable" (realistic) or "non-viable" (not realistic) options (CED.3).
I can create equations in two or more variables to represent relationships between quantities; I can graph equations on coordinate axes with labels and scales (CED.2).
I can use systems of equations and/or inequalities to model a real-world situation that involves specific constraints (costs of food, nutrition); I can interpret the solutions as either "viable" (realistic) or "non-viable" (not realistic) options (CED.3).
I can rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. For example, I can rearrange Ohm’s law V = IR to highlight resistance R. (CED.1-4)
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3
How well can I
reason with equations & inequalities? MATH.2.3 (CCSS EE, REI)
I can use substitution to figure out whether a given number makes a particular equation or inequality true or not (6.EE.5). When solving real-world problems, I can use variables to represent numbers and write expressions (6.EE.6). I can write an equation with variables for two different related quantities such that, if one changes ("independent variable"), the other one will change, too ("dependent variable"). I can analyze the relationships between the dependent and independent...
I can solve multi-step reallife problems that involve positive and negative rational numbers, including whole numbers, fractions, decimals (7.EE.3).
I can graph proportional relationships and understand that the unit rate is the slope (8.EE.5). I can use similar triangles to explain why the slope, m, is the same between any two distinct points on a non-vertical line in the coordinate plane (8.EE.6). I can solve real-world problems that require me to analyze and solve pairs of simultaneous linear equations in two variables (8.EE.8).
I can explain each step in solving a simple equation, and I can construct an argument to justify my solution and my approach. (REI.1) I can solve linear equations, inequalities, and quadratic equations in one variable, including equations with coefficients represented by letters (REI.3,4). I can solve a system of two equations with two variables (REI.5). I can solve systems of linear equations, focusing on pairs of linear equations in two variables (REI.6).
I can solve simple rational and radical equations in one variable.
I can solve quadratic equations by inspection (e.g. for (x2 = 49), taking square roots, completing the square, the quadratic formula and factoring). I can write complex solutions as "a ± b" for real numbers a and b (REI.4b).
4
I can explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); and I can find the solutions approximately by using...
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How well can I
reason with equations & inequalities? (cont'd)
...variables using graphs and tables (6.EE.9).
...I can solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically (Example: I can find the points of intersection between the line y = –3x and the circle x2 + y2 = 3. (REI.7) I can explain why the graph of an equation in two variables is the set of all its solutions plotted on the coordinate plane (REI.10)
...technology to graph the functions, make tables of values, or find successive approximations. I can do this in cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions (REI.11)
5
I can graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and I can graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. (REI.12)
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MATH.3 FUNCTIONS
Level 8
Level 9 (Algebra I)
I recognize that sequences are functions, sometimes repeating, and that the domain is a subset of the integers (F.IF.3)
I can use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation (F.IF.2)
I can explain the concept of a function (domain, range, input, output) (F.IF.1)
I can interpret, represent, create, and solve algebraic expressions.
How well can I
interpret functions? MATH.3.1 (CCSS F.IF)
I can explain the basics about functions: that a function is a rule that assigns each input exactly one output, and that the graph of a function is the set of ordered pairs made up of one input and one corresponding output (8.F.1) I can compare the properties of two functions each represented in a different way (algebraically, graphically, numerically in tables) (8.F.2).
I can graph linear and quadratic functions and show the intercepts, maxima, and minima (F.IF.7). I can write functions in different but equivalent forms (factoring, completing the square) to identify and explain different properties about the function (F.IF.8)
Level 11 (Algebra II)
I can interpret key features of graphs and tables (intercepts, intervals, relative max and min, symmetries, end behavior, periodicity) for a function (F.IF.4)
I can relate the domain of a function to its graph and, where it applies, to the quantitative relationship it describes (F.IF.5).
1
I can calculate and interpret the average rate of change of a function over a specified time interval, and I can estimate the rate of change from a graph (F.IF.6).
I can graph square root, cube root, and absolute value functions, as well as polynomial functions (identify zeros when suitable factorizations are available, and showing end behavior), and exponential and logarithmic functions (identify zeros, show intercepts and end behavior) and trigonometric functions (show end behavior) (F.IF.7).
I can compare properties of two functions represented in different ways (algebraically, graphically, numerically in tables) (F.IF.9)
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How well can I
build functions? MATH.3.2 (CCSS F.BF)
I can describe the functional relationship between two quantities by analyzing a graph (8.F.5).
I can construct a function to model a linear relationship between two quantities, and I can interpret the rate of change it models (8.F.4).
I can model real situations by writing geometric and arithmetic sequences (recursive and explicit) and translating between the two forms (F.BF.2).
I can use arithmetic operations to combine standard function types and solve real-world problems (F.BF.1b)
I can write a function that describes a relationship between two quantities (explicit expression, repeating process, steps for calculating from a context) (F.BF.1a)
I can find inverse functions (F.BF.4).
I can explain the effect on the graph of replacing one function with another, and I can use technology to experiment with cases and illustrate the effects (F.BF.3).
2
I can listen to a verbal description of a function and then sketch the graph that shows the same features (8.F.5).
I can explain the effect on the graph of replacing one function with another (F.BF).
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How well can I
work with mathematical models (linear, quadratic, exponential) and MATH.3.3 (F.LE, F.TF)
trigonometric functions?
I can interpret the equation y=mx+b as defining a linear function (straight line on the graph), and I can give examples of functions that are not linear (8.F.3). I can identify and distinguish between situations that can be modeled with linear functions (e.g. equal change over equal intervals) and with exponential functions (e.g. equal factors over equal intervals), and I can explain why (F.LE.b,c).
I can use data to explain the difference in growth between linear functions and exponential functions (F.LE.1a).
I can choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline (F.TF.5).
I can explain how the unit circle in the coordinate plane enables the extension of the trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle (F.TF.2).
I can explain that the radian measure of an angle is the length of the arc on the unit circle subtended by the angle (F.TF.1).
3
I can prove the Pythagorean identity sin^2(θ) + cos^2(θ)=1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle. (F.TF.8).
When given a graph, a description, or two input-output pairs, I can construct linear and exponential functions, including arithmetic and geometric sequences (F.LE.2) I can recognize and explain why a quantity that increases exponentially will eventually exceed a quantity that is increasing either linearly, quadratically, or as a polynomial function (F.LE.3). I can interpret the parameters in a linear or exponential function in terms of a context (F.LE.5)
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MATH.4 GEOMETRY
Level 6 I can describe the twodimensional figures that result from slicing threedimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids (7.G.3).
Level 7
Level 8 I can experiment with and explain the basic properties of rotation, reflection, and translation (8.G.1). When given two congruent figures, I can describe a sequence that will show the congruence between them (8.G.2).
Level 10 (Geometry)
I can create different geometric constructions (equilateral triangle, square, regular hexagon inscribed in a circle) using software tools in order to solve realworld problems.
Level 12 (Fourth Course)
1
I can experiment with different kinds of geometric transformations (rotation, reflection, translation) using key geometric terms correctly (angle, circle, perpendicular line, parallel line, line segment) (G.CO.1-3).
I can prove, understand, and model geometric concepts, theorems, and constructions to solve problems.
How well do I understand
congruence? MATH.4.1 (CCSS G.CO)
I can solve real-world problems that require me to find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes (6.G.1).
I can draw a transformed figure (paper, software) and describe the specific sequence of transformations that will carry one figure onto another (G.CO.5). I can explain the concept of congruence and determine when two triangles are congruent (G.CO.6-7). I can prove geometric theorems about lines, angles, triangles, and parallelograms (G.CO.9-11).
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How well do I understand (cont'd)
congruence?
How well can I I can solve real-world apply my problems that require knowledge of me to represent threesimilarity, dimensional figures using right nets made up of triangles, & rectangles and triangles, trigonometry? and I can use the nets to find the surface area of the figures (6.G.4). MATH.5.2 (CCSS G.SRT)
I can draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions; I can construct triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle (7.G.2).
I can describe the effects of dilations, translations, rotations, and reflections on twodimensional figures using coordinates (8.G.3). When given two similar two-dimensional figures, I can describe a sequence that will show the similarity between them (8.G.4)
...I can make different geometric constructions (equilateral triangle, square, regular hexagon inscribed in a circle) with a variety of tools and methods (compass and straightedge, string, reflective device, paper folding, software) (G.CO.12-13). I can explain the process and rules of dilation and why they are true (G.SRT.1). I can use my knowledge of similarity transformations to explain similarity for triangles and to establish the Angle-toAngle (AA) criterion for similarity between two triangles (G.SRT.2-3). I can apply my knowledge of congruence, similarity criteria and theorems (AA Similarity, SSS Similarity, SAS Similarity, Triangle Proportionality, Proportions with Angle Bisectors) to solve problems and prove relationships in geometric figures (G.SRT.4-5). I can explain and use the relationship between sine...
2
I can use my knowledge of trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems (G.SRT.8).
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How well can I apply my knowledge of
similarity, right triangles, & trigonometry? (cont'd)
How well can I
equations?
express geometric properties with MATH.5.3 (CCSS G.GPE)
When given the coordinates of vertices, I can draw polygons in a coordinate plane (6.G.3). I can solve real-world problems that require me to use a set of given coordinates of a polygon to find the length of a side that is joining points with the same first coordinate or the same second coordinate (6.G.3). I can solve real-world problems that require me to find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into...
I can solve problems involving scale drawings of geometric figures where I am required to calculate actual lengths and areas from a scale drawing, and also reproduce a scale drawing at a different scale (7.G.1).
I can explain a proof of the Pythagorean Thereom ("PT") and its converse (8.G.6). I can apply the PT to determine unknown side lengths in right triangles in real-world problems in two and three dimensions (8.G.7). I can apply the PT to find the distance between two points in a coordinate system (8.G.8).
…and cosine of complementary angles (G.SRT.7). I can use my knowledge of trigonometric ratios and the Pythagorean Theorem to solve right triangles (G.SRT.8). When given a geometric description of a particular figure (e.g. circle, given its center and radius; OR parabola, given its focus and directrix), I can derive the equation for a conic section (G.GPE.1,2). I can use coordinates to prove simple geometric theorems algebraically (G.GPE.4). I can prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (G.GPE.5). I can find the point on a directed line segment between two given points that partitions the segment in a given ratio (G.GPE.6).
3
I can derrive the equations of ellipses and hyperbolas when I am given the foci, using the fact that the sum or difference of distances from the foci is constant (G.GPE.3).
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How well can I
express geometric properties with equations? (cont'd)
How well can I apply my knowledge of
geometric measurement and dimension? MATH.5.4 (CCSS G.GMD, G.C)
...triangles and other shapes (6.G.1).
I can find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism (6.G.2).
I can use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure (7.G.5). I can use formulas for circle area and circumference to solve problems, and I can give an explanation of the relationship between the circumference and the area of a circle (7.G.4).
I can use the formulas for the volumes of cones, cylinders, and spheres to solve realworld problems (8.G.9).
...I can use coordinates to figure out the perimeters of polygons and areas of triangles and rectangles (such as by using the distance formula) (G.GPE.7).
I can give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone (G.GMD.1). I can use volume formulas for cylinders, pyramids, cones, and spheres to solve problems (G.GMD.3). I can identify the shapes of two-dimensional crosssections of three-dimensional objects, and identify threedimensional objects generated by rotations of twodimensional objects (G.GMD.4). I can prove that all circles are similar, and I can find the arc lengths and areas of sectors of circles (G.C.1,5).
4
I can use Cavalieri's principle to give an informal argument for the formulas for the volume of a sphere and other solid figures (G.GMD.2).
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I apply my knowledge of
geometric measurement and dimension? (cont'd)
How well can I
model with geometry? MATH.5.5 (CCSS G.MG)
I can solve real-world problems by applying the right formulas (V = l w h and V = b h) to find volumes of right rectangular prisms with fractional edge lengths (6.G.2).
I can solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms (7.G.6).
I can solve challenging, real-world and mathematical problems involving area, volume and surface area of twoand three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms (7.G.6).
...I can identify and describe relationships among inscribed angles, ardii, and chords (G.C.2). I can construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a cirlce (G.C.3). I can use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder) (G.MG.1) I can model real-world situations by applying my knowledge of density based on area and volume (persons per square mile, BTUs per cubic foot) (G.MG.2). I can apply geometric methods to solve a design problem (designing an object or structure to satisfy physical constraints or to minimize cost) (G.MG.3).
5
I can use geometric shapes, their measures, and their properties to model and describe dynamic relationships between objects.
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MATH.5 STATISTICS AND PROBABILITY
Level 6 I can compare data from several random samples to figure out how much variation there is and how far off the estimate or prediction would be for a population (7.SP.1,2).
Level 7
Level 8
Level 9
I can explain the difference between numerical ("quantitative") and categorical data sets.
I can compare the center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets using statistics that are appropriate for the shape of the data distribution (S.ID.2).
I can represent and analyze data from two quantitative variables on a scatter plot, being sure to fit the function to the data and assess the fit (plot and analyze residuals) (S.ID.5, 6a,b).
I can summarize data for two categories in two-way frequency tables, and I can calculate and intepret the relative frequencies in context of the situation given (including joint, marginal, conditional relative frequencies), and explain possible trends (S.ID.5).
I can interpret differences in shape, center, and spread in the context of the data sets, accounting for the possible effects of outliers (S.ID.3).
I can construct and explain the meaning of a two-way table that displays categorical data (e.g. female/male, blue eyes/green eyes/brown eyes) collected from the same subjects; in my table I can display the "frequency count" (how often something happens) and I can calculate the "relative frequency" (how many times something happened divided by all outcomes) for each category and look for patterns (8.SP.4).
I can build and analyze key elements of a scatter plot to discover patterns in the data from two related variables (clustering, outliers, positive/negative associations, linear association, nonlinear association) (8.SP.1).
I can explain the difference between a statistical question and a nonstatistical question (6.SP.1). I can create, use, and analyze a probability model for a chance event after looking at data on how often the event takes place compared to other alternate outcomes; I understand that the probability (e.g. how likely it will happen) of a chance event is a number somewhere between 0 (not going to happen) and 1 (definitely will happen) (7.SP.5,7b). I can estimate the probability of a chance event by collecting data on how often the event happens in real life, observing how often the event happens compared to alternative events over a period of time, and then predicting its relative frequency (how often it happens in a period of time divided by all outcomes) (7.SP.6).
I can place and analyze the best fit line on a scatter plot by judging the closeness of the data points to the line (8.SP.2).
I can interpret, infer and apply statistics and probability to analyze data and reach and justify conclusions.
How well can I
interpret statistical data and use probability to make decisions? MATH.5.1 (CCSS S.ID, S.MD) I can explain the meaning of key features of statistical data (center, spread, shape, variation) and I can describe the way it commonly looks on a graph (6.SP.2,3). I can display data with plots on a number line (dot plots, histograms, box plots) (6.SP.4, S.ID.1). I can summarize the meaning of numerical data sets from real-world situations: I can list the number of observations, give measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), describe patterns or deviations, and relate my choice of measures of center and variability to the shape of the data distribution and how the data was collected (6.SP.5a-d).
I can interpret the slope and the intercept of a linear model, and distinguish between correlation and causation for a given linear model (S.ID.6-7).
I can compute (using technology) and interpret the correlation coefficient of a linear fit.* (S.ID.7-9)
Level 10
Level 11
I can analyze decisions and strategies using probability concepts in challenging scenarios (S.MD.7).
I can use probabilities to make fair decisions (drawing by lots, using a random number generator) in complex, real-world situations (S.MD.6).
I can use calculators, spreadsheets, and tables to estimate areas under the normal curve. (S.ID.4)
I can use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. I can generate examples of types of data sets for which such a procedure is not appropriate (S.ID.4) I can use probabilities to make fair decisions (drawing by lots, using a random number generator) in simple, real life situations (S.MD.6). I can analyze decisions and strategies using probability concepts (product testing, medical testing) (S.MD.7).
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1
How well can I apply my knowledge of the rules of probability to
? MATH.5.2 (CCSS SP, IC, CP)
make inferences and justify conclusions
I can explain the difference between a statistical question and a nonstatistical question (6.SP.1).
I can figure out how much overlap there is between two different distributions made from two different data sets that have similar variabilities, and I can figure out the difference between their centers and explain it as a multiple of a measure of variability (7.SP.3). When given data sets from two different populations, I can compare measures of their centers and measures of their variability to draw conclusions about each population (7.SP.4). I can develop a probability model for an event, and compare its probabilities to the real-life observed frequencies of the event, and explain the possible causes if they are very different from each other (7.SP.7).
I can find the probabilities of a compound event using helpful tools (e.g. organized lists, tables, tree diagrams, simulations) (7.SP.8).
I can analyze the meaning of the slope and intercept of a linear model with two related variables in the context of the situation (8.SP.3).
I can solve real-world problems involving the slope and intercept of a linear model with two related variables.
I can find the conditional probability of A given B as the fraction of B's outcomes that also belong to A, and I can interpret the answer in terms of the model (S.CP.6). I can apply the Addition Rule: "P(A or B) = P(A) + P(B)" and interpret the answer in terms of the model (S.CP.7).
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I can explain how statistics is useful for making inferences from sample data about populations (S.IC.1)
I can test a given model to see if it works by using simulation, generating data, and comparing results (S.IC.2).
I can explain the different purposes for using sample surveys, experiments, and observational studies, and how they each relate to randomization (S.IC.3).
I can use sample survey data to estimate a mean or proportion of a population, and develop a margin of error using simulation models for random sampling (S.IC.4).
I can use data from a randomized experiment to compare two treatments, and use simulations to decide if differences between parameters are significant (S.IC.5).
I can evaluate reports based on data (S.IC.6).
2
Skills Overview
My SCIENCE competencies !
! ! Lead Scientific Investigations SCI.1 !!! ! ! ! ! ! ! ! ! ! ! ! Develop and Use Models SCI.3 ! !!! ! ! ! ! ! ! Ask a scientific question Formulate a hypothesis
!
1.1!
1.2!
Define and analyze variables Plan an investigation
SCI.2 Analyze and Interpret Data
Conduct the investigation
1.3!
variables
1.5!
1.6
2.2!
Explain limitations and sources of error
2.3!
Construct evidence-based explanations
2.4!
Receive and respond to critique Follow writing conventions
2.5!
2.6
SCI.4 Apply Math & Computational Thinking
Create models to represent systems Use models to communicate ideas Use models to make predictions Evaluate and refine models
2.1!
Explain and represent relationships between
1.4!
Organize and strengthen plan
Analyze and interpret data
!
3.1!
3.2!
Apply math concepts to scientific problems Represent conclusions mathematically
3.3!
Use digital tools
3.4
4.1!
4.2!
4.3!
Apply metacognitive thinking
4.4
! !
!
SCI.5 ! Obtain, Evaluate, and Communicate Information !
!!! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Gather and analyze credible sources
SCI.6 Apply Cross-Cutting Concepts
Interpret symbols and scientific terms Identify and summarize central ideas Evaluate competing arguments
5.2!
Identify and analyze patterns Evaluate cause and effect
5.3!
quantity 5.5!
Communicate scientific ideas and concepts
6.1!
6.2!
Apply knowledge of scale, proportion, and
5.4!
Analyze text structure and purpose
More at: www.tinyurl.com/myindiestudio
!
5.1!
6.3!
Analyze systems and models 5.6
6.4!
Model transfers and cycles of energy and matter
6.5!
Apply knowledge of structure and function Analyze stability and change
6.7
6.6!
SCI.1 LEAD SCIENTIFIC INVESTIGATIONS
I can come up with a specific, testable question.
Level 8
I can come up with a specific, testable question.
Level 6
I can plan and carry out a scientific investigation.
How well can I
frame a scientific question? SCI.1.1 (NGSS SP.3)
My question can be investigated with available resources.
My question will help me figure out the relationships between a set of independent and dependent variables.
My question will help me gain more information about a model or scientific theory, or clarify or challenge a scientific argument.
I can come up with a specific, testable question that requires empirical evidence to answer.
Level 10
I can formulate a specific, testable, and challenging question that requires empirical evidence to answer.
Level 12
I can provide specific information from additional background readings and other sources, and correctly cite my sources.
My question will help me build or revise a model or scientific theory, support an explanation for observed phenomena, or challenge the premise(s) of an argument or the interpretation of a data set. I can provide specific content information that supports my question. I can state a clear rationale that explains why my question is important.
1
I can provide a clear rationale for my question that will convince others that my research question is both important and interesting.
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How well can I
SCI.1.2 (NGSS SP.1)
formulate a hypothesis?
How well can I
(NGSS SP.3)
define & analyze variables? SCI.1.3
I can frame my question as a reasonable prediction, using an "if...then..." statement. My hypothesis predicts an outcome based on a given model, explanation or defined problem.
I can frame my question as a hypothesis using an "if...then...because..." statement.
I can frame my question as a hypothesis using an "if...then...because..." statement.
I can accurately explain why the variables in my investigation are either dependent or independent.
I can identify the independent variable, and the dependent variable.
I can word my hypothesis in such a way that I will be able to figure out whether it is true or not based on my investigation.
My hypothesis predicts an outcome based on patterns (e.g. cause and effect relationship).
I can identify the independent (manipulated) variable, and the dependent (responding) variable.
I can word my hypothesis in such a way that I will be able to figure out whether it is true or not based on my investigation.
My hypothesis predicts an outcome based on a model or theory, and provides an accurate description of the variables.
With guidance, I can identify the independent (manipulated) variable, and the dependent (responding) variable.
I can explain the difference between dependent and independent variables.
I can identify the control(s) in my experiment that will help me compare and understand my results.
I can frame my question as a hypothesis using an "if...then...because..." statement.
My hypothesis predicts an outcome based on a model or theory, and provides an accurate and specific explanation of the relationship between variables.
I can explain how my hypothesis has been informed by past research and I can appropriately cite my sources for the research I have consulted.
I can identify the variables in my investigation and accurately explain why they are either dependent or independent.
I can make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.
2
I can identify the control(s) in my investigation, and consider possible confounding variables or effects on my investigation.
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How well can I
SCI.1.4
plan an investigation?
I can plan an investigation together with my peers.
I can plan an investigation on my own and/or with others.
In my plan, I can identify what tools are needed to gather data and how measurements will be recorded.
I can plan an investigation on my own and/or with others.
I can explain which data is needed to support a specific claim and why.
I can clearly and concisely explain the connections between my experimental design, the data I will collect, and my prediction(s) about the outcome.
In my plan, I can identify what tools are needed to gather data and how measurements will be recorded.
I can explain the connection between the data we will collect and our prediction about the outcome. I can describe detailed, clear, and replicable lab procedures for my investigation.
I can identify what tools are needed to gather our data, and how we will record our measurements.
I can describe the lab procedures using detailed, step-by-step language.
I can evaluate the precision and accuracy of the various methods we plan to use for collecting data. I can describe detailed, clear, and replicable lab procedures for my investigation. I can identify possible limitations of the study.
I can plan an investigation in a way that takes into consideration environmental, social, and personal impacts.
In my plan, I can identify the appropriate tools for collecting, recording, analyzing, and evaluating data under a range of conditions.
I can explain my rationale for the types, quantity, and accuracy of the data needed to produce reliable measurement.
I can clearly and concisely explain the relationships among my experimental design, the data I plan to collect, my hypothesis, and my research question.
I can describe detailed, clear, and replicable lab procedures.
3
I consider the limitations of the study (e.g. number of trials, cost, risk, time) and refine the design accordingly.
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How effectively can I organize and
strengthen my plan? SCI.1.5
With guidance from my educator, I can include all required parts of the research design plan in the correct order and with correct formatting. My writing uses correct spelling and grammar. I can integrate feedback from my educator and/or peers to improve my plan or the organization of my plan.
My writing uses correct spelling and grammar.
I can complete all required parts of the research design plan in the correct order and with correct formatting.
I can integrate feedback to improve my plan or the organization of my plan.
My writing uses correct spelling and grammar.
I have included all required parts of the research design plan in the correct order with correct formatting.
I have used feedback as well as trial data to strengthen my design plan and/or the organization of my plan.
My writing uses correct spelling and grammar.
I have included all required parts of the research design plan in the correct order with correct formatting.
My research plan identifies possible limitations and confounding variables.
My research plan identifies possible limitations and confounding variables and proposes possible adjustment for those variables.
4
My research plan proposes further investigative work that truly represents current scientific work in the relevant field of study.
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How well can I
SCI.1.6 (NGSS SP.3)
carry out the investigation?
With guidance, I can collect data from my experiment by following each step in the lab instructions carefully.
I can collect data from my experiment while following each step of the lab instructions carefully. In my own words, I can explain the specific steps I need to take so that I don't make avoidable errors in the data collection process that would make the data I collect invalid.
I can collect data using tools called for in the design, being sure to follow each step carefully and reviewing the steps several times before taking action. I can anticipate several specific human errors that should be avoided during the data collection process in order to ensure that the data I collect is valid. I can explain how the data I am collecting will serve as the evidence I need to answer my scientific question.
I can collect data using the tools that were called for in the design, being sure to follow each step carefully and reviewing the steps several times before taking action.
I can accurately collect data from several repetitions of the experiment that are consistent within a reasonable range.
5
I can anticipate and avoid specific human errors that should be avoided in order to ensure the data I collect is valid.
I can explain how the data I am collecting will serve as the evidence I need to answer my scientific question.
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SCI.2 ANALYZE AND INTERPRET DATA
I can organize and display data that I have generated from an investigation, using tables, charts, and/or graphs.
Level 8
I can organize data from an experiment and display it in a table or chart that makes it easier to examine.
Level 6
I can analyze and interpret data to construct evidence-based explanations.
How well do I
identify relationships SP.4)
& patterns in data? SCI.2.1 (NGSS I can identify and explain patterns and how they relate back to my original hypothesis.
I can make sense of the data by identifying patterns, and I can clearly explain using details how my results relate back to my original hypothesis.
I can determine similarities and differences in my findings.
I can determine similarities and differences in my findings.
I can organize and display a data set that I generated from an investigation, using tables, charts, and/or graphs in print and electronic form.
Level 10
Level 12
I can make meaning from my data by using appropriate and systematic methods to identify and explain patterns and outliers.
I can organize and display data that I have generated from an investigation, using software to develop the most appropriate organizing tools and visual displays for the type of data generated. I can make meaning from my data by using systematic methods to identify and explain patterns and outliers in order to make valid and reliable scientific claims. I can distinguish between cause and effect relationships, and correlational relationships in my data.
I can distinguish between cause and effect relationships, and correlational relationships, in my data using sound reasoning and evidence.
1
I can determine the significance of my findings as it relates to my initial hypothesis and to relevant scientific theories or models.
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How well do I use mathematics to
represent relationships between variables? SCI.2.2 (NGSS SP.4)
How well can I
(NGSS SP.4)
identify limitations and explain sources of error? SCI.2.3
I use graphical displays of large data sets to identify relationships between variables that involve time or space.
I can explain the steps that I took during my investigation to collect data carefully in order to avoid mistakes.
I can analyze graphical displays of data to identify linear and nonlinear relationships. I use graphical displays of large data sets to identify relationships between variables that involve time or space.
I can use details from my data collection process to explain the level of precision that I used when collecting data, and I can discuss possible errors in my methods.
I can construct, analyze and interpret graphical displays of data to identify and/or exhibit linear and nonlinear relationships in my data. I can apply basic concepts of statistics and probability including mean, median, mode, and variability - to represent and analyze my data, using digital tools when useful. I can identify several key limitations of my investigation or my data collection process (measurement errors). I can describe specific ways to improve the precision and accuracy of the data (e.g. conducting multiple trials, using better tools or methods).
I can apply concepts of statistics and probability - including function fits to data, slope, intercept, and correlation coefficient for linear fits - to analyze and characterize data from an investigation.
I can evaluate the impact of new data on a working explanation.
Using details from my investigation and/or experimental design plan, I can identify and explain possible sources of error for the investigation.
I can describe the limitations or precisions of the data, and provide a detailed explanation about how these errors or limitations impact my results and conclusion.
I take into consideration the limitations of data analysis (measurement error or sample selection) when analyzing and interpreting my data set.
2
I can explain changes that I would make to the experimental design to reduce sources of error in future implementations.
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How well do I
communicate my findings
(NGSS SP.6,7)
and use data to support my claims? SCI.2.4
My claim is directly related to my research question.
My claim is directly related to my research question.
My claims are directly related to my research question, and I have supported my claims using evidence from my data analysis and valid sources of scientific theory. I can fully and clearly articulate why the evidence I have used directly relates to my research question.
I used evidence from my data analysis to support my claim, and I can explain why the evidence I used is directly related to my research question. I can connect my findings back to my original hypothesis.
I can use multiple representations (e.g. words, tables, diagrams, graphs, and/or mathematical expressions) to communicate clear and specific conclusions that are consistent with the evidence.
I used evidence from my data analysis to support my claim, and I can explain why the evidence I used is directly related to my research question.
I can use graphical displays (maps, charts, graphs, and/or tables) of large data sets to identify and explain relationships between variables that involve time (temporal) or space (spatial).
3
My claims are directly related to my research question, and I have supported my claims using evidence, scientific reasoning, and scientific theory.
I can fully and clearly articulate why the evidence I have used directly relates to my research question.
I can use multiple representations (words, tables, diagrams, graphs, and/or mathematical expressions) to communicate clear and specific conclusions that are consistent with the evidence.
I can explain and evaluate the strengths and weaknesses of counterclaims related to my investigation and related scientific theory.
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How well can I
respond to critique? SCI.2.5 (NGSS SP.4)
How well did I
SCI.2.6 (NGSS SP.4)
follow writing conventions?
I can receive feedback about my explanations, procedures, or approach. I can show how I will use the feedback to improve my understanding, my plan, or my approach.
I can present my ideas in a clear and logical order. I can follow formatting and referencing guidelines.
I can respectfully ask for and receive feedback on my explanations, procedures, or approach. I can show how I will use the feedback to improve my understanding, my plan, or my approach.
I can use formal language and an objective tone in my writing, presenting my ideas in logical order. I can follow formatting and referencing norms.
I can respectfully ask for and receive critiques from two or more knowledgeable individuals on my scientific arguments, procedures, or methods. I can respond thoughtfully to different perspectives, cite evidence when helpful, and explain how I will integrate the feedback to improve my understanding, my approach, or my performance task.
I can respectfully ask for and receive critiques from multiple, diverse and knowledge individuals on my scientific arguments, procedures, models, or methods.
I can respond thoughtfully to diverse perspectives, and I can determine what additional information is needed to help resolve any contradictions.
I can use formal language and an objective tone in my writing.
I can articulate a clear plan for how I will utilize feedback to strengthen my work or my understanding. I can use formal language and an objective tone in my writing.
I can communicate my findings in a precise, compelling, and organized way.
My phrasing is original and I've carefully chosen words to accurately convey my ideas.
I can present my findings in a clear, precise, and organized way. I can follow the norms and conventions of scientific writing, including accurate use of scientific terms, and proper formatting and citing of my sources.
4
I can consistently follow the norms and conventions of scientific writing, including accurate use of scientific and technical terms, proper formatting of text, tables, and graphics, and proper citing of my sources and relevant research that I have referenced in my writing.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
SCI.3 DEVELOP AND USE MODELS
Level 6 I can develop a simple model (e.g. diagram, threedimensional physical structure) that illustrates a natural or designed system.
Level 8 I can develop a simple model that illustrates a natural or designed system. My model represents relevant parts of the system, and shows how the different parts of the system interact with one another, including inputs and outputs of the system. I can select appropriate materials or tools that will help me accurately represent the system.
Level 10
Level 12
There is a clear relationship between the materials or tools I have chosen and the type of evidence that supports the design of the model, and I have a clear rationale for these choices.
1
I can select materials (when applicable) or digital tools that enable me to represent the system(s) and system interactions with accuracy, precision, and creativity.
I can develop, use, and synthesize models of natural and designed systems that are based on empirical evidence and that accurately represent the scale of the system I am modeling.
I can select materials (when applicable) or tools that will enable me to represent the system(s) and system interactions with accuracy and precision.
I can develop and synthesize models (e.g. diagram, threedimensional physical structure, computer simulation, analogy, mathematical formula) - for one or more natural or designed systems that accurately illustrates system components and how they interact and effect one another.
I can develop and use models to make predictions about phenomena, analyze systems, and communicate ideas.
How well can I
create a model to represent an event or system? SCI.3.1 (NGSS SP.2) My model represents relevant parts of the system, and shows how the different parts of the system interact with one another, including inputs and outputs of the system. I can select the right materials or tools that will help me accurately represent the system.
The construction of my model clearly shows that I have used evidence to support my design, and I can explain the connection between my model and the evidence that supports the design.
My model is accompanied by a bibliography that properly cites the research references that I
used to help me plan for and develop my model(s).
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How well can I connect my model to
scientific ideas & concepts? SCI.3.2 (NGSS SP.2)
How well can I use models to
predict outcomes or test a hypothesis? SCI.3.3 (NGSS SP.2)
I can identify and explain one or two scientific concepts or principles that are connected to my model. I can use scientific vocabulary and clear descriptions.
I can use a model to help me predict something that will happen in the natural world under certain circumstances.
I can identify and explain two or more scientific concepts or principles that are connected to my model. I can use scientific vocabulary and clear descriptions.
I can develop or use a model to predict something that will happen in the natural world under certain circumstances. I can state my hypothesis, and why the model is helpful in predicting an outcome.
I can provide a detailed explanation for how my model illustrates applications of two or more scientific principles or concepts. I can use scientific vocabulary, clear language, and supporting evidence.
I can use the model(s) I have developed to predict and show relationships between the different components of a system, between variables, and between systems. I can justify my hypothesis, and explain why the model is helpful in predicting an outcome.
I can provide a detailed explanation for how my model illustrates three or more applications of scientific principles or concepts and how they are related.
I can use scientific vocabulary, clear and concise language, and substantial evidence.
I can develop a complex model that will allow me to manipulate and/or test a proposed process or system design.
I can design and implement a test of the model to determine whether or not it is reliable, or to evaluate the quality of the design.
I can predict and show relationships among variables between systems and their components using different models of the natural and designed worlds.
I can demonstrate why it is useful to create different models of the same event or process, and explain why one model may be more useful than another when considering its specific purpose.
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2
How well can I
critique and improve a model? SCI.3.4 (NGSS SP.2) I can use feedback to figure out one or two key ways that I could make the model better.
I can explain the main problems with my model and why it does not perfectly represent the real system or event. I can identify and explain one or more ways that the model might be revised after reflecting on its limitations and getting feedback.
I can identify and explain some the most significant limitations of a model by using my knowledge of the system it is meant to represent.
I can make a recommendation for which model is most useful in a way that showcases my scientific knowledge and my clear understanding of the purpose of the model.
I can explain the strengths and limitations of two different models of the same event, process, mechanism or system.
I can make an evidence-based recommendation for which model is most useful in a way that showcases my scientific knowledge and my strong understanding of the primary purpose of the model.
I can evaluate the strengths and limitations of two different models of the same event, process, mechanism or system.
I can use evidence to propose one or more ways the model could be improved to better serve its purpose.
I can select or refine a model in light of empirical evidence or critique/feedback in order to improve the quality and explanatory power of the model.
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SCI.4 APPLY MATHEMATICS AND COMPUTATIONAL THINKING
Level 6 I can apply basic operations to solve scientific questions and problems.
I can use simple mathematical representations to describe my scientific conclusions.
I can apply basic operations and simple algebra - such as ratio, rate, and percent - to solve scientific questions and problems.
Level 8
I can use techniques of algebra and functions to represent and solve scientific problems.
Level 10
I can represent a system or model using mathematical, computational, or algorithmic representations in order to support my claims and explanations.
I can use algebraic thinking and analysis, including linear and nonlinear functions, trigonometric functions, exponentials and logarithms, for statistical analysis in order to analyze, represent, and model data and/or solve scientific problems.
Level 12
I can use mathematical representations to describe or support my scientific conclusions or design solutions.
I can use digital tools, such as a computer, to help me organize and share my data sets.
I can use digital tools, such as a computer or specialized computer software programs, to simulate a phenomenon or process using a mathematical model.
I can create or revise a computational model of a phenomenon or process.
I can use mathematical or computational representations of phenomena to describe and/or support my claims and explanations.
I can use mathematics and computational thinking to support statistical analysis, modeling, and problemsolving. How well can I apply math concepts to my scientific questions and problems? SCI.4.1 (NGSS SP.5)
How well can I
use
SCI.4.2 (NGSS SP.5)
represent my conclusions?
Howe well can I SCI.4.3 (NGSS SP.5)
digital tools?
I can use digital tools, such as a computer, to help me organize data sets.
I can use digital tools, such as a computer, to help me organize and display large data sets, and identify patterns and trends in data sets.
I can explain the key assumptions on which the model is based.
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SCI.4.4 (NGSS SP.5)
How well can I think metacognitively? I can reflect on my solution or conclusion to see if it "make sense." I can explain why it does or doesn't make sense. I can explain why it does or doesn't make sense using details from the problem or investigation and academic vocabulary.
I can reflect on my solutions or conclusions and make sure they "make sense" relative to the type of problem or investigation at hand.
I can explain why it does or doesn't make sense using details from the problem or investigation and academic vocabulary.
I can reflect on my solutions or conclusions and make sure they "make sense" relative to the type of problem or investigation at hand.
If something doesn't make sense, I can walk back through my steps with guidance, and identify where I may have made an error, or identify a confounding factor.
I can use one or more limit cases to test a mathematical expression, computer program, algorithm, or simulation of a process or system to see if a solution or model “makes sense” by comparing the outcomes with what is known about the real world.
I can justify my conclusion using my own self-generated evidence as well as by drawing on scientific theory or knowledge.
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SCI.5 OBTAIN, EVALUATE, AND COMMUNICATE INFORMATION
Level 6
I can select, read, and analyze scientific and/or technical information from multiple authoritative sources.
Before searching, I can determine the most valuable types of sources to inform my research or task.
I can select read, and analyze scientific and/or technical information from multiple authoritative sources.
Level 12
I can select, read, and analyze scientific and/or technical information from multiple trustworthy sources.
Before searching, I can determine the most useful types of sources to inform my research or task.
Level 10
I can identify and review three or more trusted sources in different formats (books, articles, journals, electronic resources) in order to gather important information for a specific task.
I can use advanced searches to help me discover sources, and I can use different types of search tools to help me identify numerous, appropriate, and credible sources in a variety of formats from both primary and secondary sources, when possible.
Level 8
I can use read and interpret scientific literature and technical texts to obtain, evaluate, and communicate information.
How well can I gather and
analyze credible sources? SCI.5.1 (NGSS SP.8)
I can review two or three trusted sources in different formats (e.g. books, articles, journals, electronic resources) in order to gain important information to support my research or task. I can assess the credibility and accuracy of each publication by considering important factors (e.g. the author, the author's purpose, the date of publication, and the types of sources cited in the publication, how well the evidence supports the claim or main ideas from the text).
I can brainstorm keywords and categories to help me discover sources, and I can use different types of search tools (catalogues, journals, article databases, websites) to help me identify numerous, appropriate, and credible sources in a variety of formats.
I can assess the credibility and accuracy of each source by considering a broad range of important factors.
I can assess the credibility and accuracy of each publication by considering important factors (e.g. author, the author's purpose, the date of publication, the types of sources cited in the publication, the quality and quantity of supporting evidence).
I can assess the credibility and accuracy of each source by considering key factors (e.g. author, author's purpose, publisher or platform, publication date, types of sources cited, and how well information from one source can be cross-checked with another source to confirm accuracy).
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How well can I
interpret symbols & scientific terms? SCI.5.2 (NGSS SP.8, CCSS RST.4)
How well can I make sense of the author's main ideas? SCI.5.3 (NGSS SP.8, CCSS RST.2)
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can summarize the main ideas in a scientific text.
I can figure out the meaning of symbols and phrases that are used in a scientific text.
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can analyze how well the text uses data to support its main ideas.
I can identify the central ideas and conclusions of a scientific text.
I can figure out the meaning of symbols and phrases that are used in a scientific text, and I can explain how the symbols and phrases were used to support the central ideas of the text.
I can identify, define, and learn unfamiliar words on my own when I am reading.
On my own, I can follow the author's explanation of a specific scientific concept or process, and I can paraphrase it using simpler, but still accurate, words and terms.
I can analyze how well the text uses data to support its main ideas.
I can identify the central ideas and conclusions of a scientific text.
I can figure out the meaning of symbols and phrases that are used in a scientific text, and I can explain how the symbols and phrases were used to support the central ideas and/or purpose of the text, and why they are important to the topic.
I can identify, define, and learn unfamiliar words on my own when I am reading.
I can identify and explain the main ideas and key conclusions that are presented in a scientific text.
On my own, I can follow the author's explanation of a specific scientific concept or process, and I can provide an accurate summary of it.
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How do I
evaluate competing arguments? SCI.5.4 (NGSS SP.8, CCSS RST.8)
I can compare and contrast the main points and supporting evidence of two arguments on the same topic.
I can compare and contrast the main points and supporting evidence of two arguments on the same topic. I can figure out and explain whether they emphasize similar or different evidence and/or interpretations of facts in their arguments. I can review all the information and determine which information is based on facts, which information is based on reasonable judgments or ideas supported by research findings, and which information presented is simply speculation (ideas without evidence).
I can compare and critique two arguments on the same topic. I can figure out and explain whether they emphasize similar or different evidence and/or interpretations of facts in their arguments. I can assess how well the evidence and reasoning presented in the text helps to support the author's claim(s) or central idea(s). When analyzing the claims or central ideas of the text, I can review the supporting evidence and distinguish between facts, reasoned judgment based on research findings, and speculation.
I can compare and critique two or more competing arguments on the same topic presented in various scientific texts.
I can take into consideration currently accepted explanations, new evidence, limitations, constraints, and/or ethical issues, in order to determine the merits of each argument.
I can evaluate the hypotheses, data, analysis, and conclusions presented in the text(s).
When possible, I can verify the data presented in a scientific text, and use the verification process to either support or challenge the conclusions presented.
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3
SCI.6 APPLY CROSS-CUTTING CONCEPTS
Level 6
Level 8
I can identify patterns in systems at different scales and use the patterns I observe as empirical evidence to support my claims about causal relationships.
Level 10
I can identify patterns in systems at different scales and use the patterns I observe as empirical evidence to support my claims about causal relationships.
Level 12
I can use mathematical representations to analyze patterns of performance in a natural or human-made system, and to reengineer or improve a designed system.
1
I can explain why classifications or explanations made at one scale may not be useful or may need to be revised using a different scale, or may require an improved investigation or experiment.
I can identify patterns related to time (rate of change, cycles) that provide information about a natural or designed system.
I can apply knowledge of cross-cutting concepts in science and engineering to investigate, model, and explain observations of the world. How well can I
identify & analyze patterns? SCI.6.1 (NGSS CC.1)
I can use mathematical representations to identify certain patterns.
I can explain why classifications or explanations made at one scale may not be useful or may need to be revised using a different scale, or may require an improved investigation or experiment.
I can come up with specific examples to show the relationship between macroscopic patterns and microscopic structures (e.g. how patterns observed at macroscopic level are related to atomic-level structure).
I can use the patterns I observe to ask questions and make predictions.
I can identify patterns by analyzing numerical data, graphs, and charts in order to gain information about a natural or human-made system. I can use patterns to identify a cause and effect relationship.
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How well can I
evaluate cause & effect? SCI.6.2 (NGSS CC.2)
I can explain the difference between cause-and-effect (causal) relationships and correlational relationships. I can use cause-and-effect relationships to make predictions about a natural or designed system. I can use examples to explain how phenomena may have more than one cause.
I can classify relationships as either causal or correlational. I can use causal relationships to make predictions about specific outcomes in natural or designed systems. I can use examples to explain how phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
I can use empirical evidence to support my claims about causal and correlational relationships. I can use my knowledge of cause-and-effect relationships to explain and predict behaviors in complex natural and designed systems. I can generate examples that illustrate how changes in systems may have more than one cause that may not all have equal effects on the system.
I can use empirical evidence to support my claims about causal and correlational relationships, and I can provide a concise and compelling explanation for why it is important to use empirical evidence to justify claims about causal and correlational relationships.
I can use my knowledge of cause and effect relationships to explain and predict behaviors in complex natural and designed systems.
I can recognize and explain how changes in systems may have more than one cause that may not all have equal effects on the system.
2
I can propose causal relationships by examining what is known about smaller scale mechanisms within the system.
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How well do I understand the significance of
scale, proportion, quantity? SCI.6.3 (NGSS CC.3)
I can use a model to study a system at various scales (e.g. involving time, space, energy). I can explain why patterns observed at one scale may not be observable at another scale.
I can use one or more models to study a system (e.g. involving time, space, energy phenomena) at various scales (e.g. too fast, too slow, or too small to be observed). I can explain why patterns observed at one scale may not be observable at another scale. I can use proportional relationships to gather information about the magnitude of two or more properties and/or different processes.
I can use one or more models to study a system at various scales. I can show how, at different scales, the function of a natural or designed system may change. I can use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g. linear growth vs. exponential growth).
I can use models to study one or more systems at various scales.
I generate and explain several specific examples to illustrate how the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
I can use a model to show how, at different scales, the function of a natural or designed system may change.
I can use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another.
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How well can I
analyze systems & system models? SCI.6.4 (NGSS CC.4)
I can create a model of a system that shows its inputs, processes and outputs (energy, matter, and information flow). I can explain the limits of the model by identifying the parts of the system that cannot be shown through the model I created. I can identify and explain the limitations of the model.
I can model two or more interacting systems that are part of a larger system, and I can show inputs, processes, and outputs for each subsystem, and show how the systems interact with each other.
I can analyze the systems by defining their boundaries, initial conditions, inputs and outputs.
I can use a model (physical, mathematical, computer model) to simulate the flow of energy, matter, and interactions within and between systems, and to make predictions about the behavior of the system.
I can identify the specific assumptions and approximations on which the model is based, and explain how these factors impact the reliability of my predictions.
I can use a model (physical, mathematical, computer model) to simulate the flow of energy, matter, and interactions within and between systems at different scales, and to make predictions about the behavior of the system.
I can analyze the systems by defining their boundaries, initial conditions, inputs and outputs.
4
I can identify the specific assumptions and approximations on which the model is based, and analyze the extent of their impact on the precision and reliability of my predictions.
I can design a system to complete one or more specific tasks.
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How well do I understand the principles of
energy & matter? SCI.6.5 (NGSS CC.5)
I can explain in my own words why matter is conserved during different kinds of processes (i.e. physical, chemical), using scientific vocabulary. I can use pictures and words with several examples to explain how the transfer of energy is what drives the motion and/or cycling of matter (e.g. photosynthesis, digestion, water cycle). I can explain the differences between forms of energy (i.e. thermal, electrical, chemical, mechanical). With guidance from my educator, I can track the conservation of matter flows and/or cycles before and after a process, showing how the total weight of the substances does not change.
I can construct an evidencebased explanation for the law of conservation of matter, using scientific vocabulary. I can develop a model to explain how the transfer of energy is what drives the motion and/or cycling of matter (e.g. photosynthesis, digestion, water cycle). I can identify and explain the different forms of energy. Working together with my peers, I can track the conservation of matter flows and/or cycles before and after a process in the natural world or in a designed system.
I can construct an evidencebased explanation for the law of conservation of matter, and use mathematical representations to show how the total amount of energy and matter in a closed system is conserved.
I can develop and use a model to illustrate the changes in the composition of the nucleus of an atom and energy released during nuclear processes (e.g. fission, fusion, radioactive decay).
I can construct an evidence-based explanation for the law of conservation of matter, using a mathematical representation to show how the total amount of energy and matter in a closed system is conserved (e.g. chemical reactions).
I can develop and use a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
I can develop and use a model to illustrate how energy is not created or destroyed, but moves between places, systems, objects and/or fields (e.g. photosynthesis, cellular respiration). I can demonstrate how the transfer of energy can be tracked as energy flows through a system (e.g. decomposition).
I can build a device that converts energy from one form to another, and use details from the device to explain how energy and matter in a system flow into, and out of, the system.
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5
How well can I apply my knowledge of the relationships between
structure & function? SCI.6.6 (NGSS CC.6)
I can examine a simple microscopic structure or system. I can explain how its purpose depends on its different parts and how they work together. I can practice designing a structure to serve a particular function.
I can analyze one or more natural or designed structure or system to determine how it functions. I can explain how the function of the system depends on the different shapes, composition, and relationships among its parts. I can practice designing a structure to serve a particular function.
I can investigate a system and describe the properties of its different materials, the structures of its different components, and their interconnections. I can provide a summary of the relationship between structure and function of a system. In my summary, I can describe its overall structure, the way its components are shaped and used, and how these features relate to its function.
I can investigate a system and describe the properties of its different materials, the structures of its different components, and their interconnections.
6
I can provide an in-depth, evidencebased analysis of the relationship between structure and function of a system.
In my analysis, I can explain how I determined and/or inferred the function of the system by analyzing its overall structure, the way its components are shaped and used, and the molecular substructures of their various materials.
I can design a structure to serve a particular function, making careful choices about the different materials and how they can be shaped and used based on their different properties.
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How well do I understand principles of
stability & change? SCI.6.7 (NGSS CC.7)
I can explain how a change in one part of the system affects another part of the system.
I can identify the forces that cause the change in the system.
I can examine changes over time that happen in a natural or designed system.
I can describe the specific impact of the forces on the system.
I can identify the forces that cause the change and/or stability.
I can examine changes over time that happen in a natural or designed system.
I can predict and explain how a change in one part of the system will affect another part of the system.
I can identify and describe changes over short or long periods time in a natural or designed system, classifying them as either gradual or sudden events. I can analyze the role of different forces at different scales in creating change the system (e.g. atomic scale). I can model the changes that happen in the system during the time period. I can use evidence to identify and explain which changes are irreversible.
7
I can analyze changes over short or long periods time in a system, classifying them as either gradual or sudden events.
I can quantify and model the forces of change in the system, considering forces at different scales.
I can use evidence to identify and explain which changes are irreversible.
I can explain the role of feedback mechanisms in achieving or disrupting dynamic equilibrium as it pertains to the system.
I can evaluate the system as either designed for greater or lesser stability.
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Skills Overview
My HISTORY competencies
! !
! HIS.1!Evaluate Change, Continuity, and ! Context ! !! ! ! ! ! ! ! !
Evaluate historical outcomes in context
HIS.2 Analyze Perspectives
!
1.1!
people in the past
Analyze outcomes as either change, continuity, or both
2.1!
Analyze how the perspectives of writers of
1.2!
history shape our perception of the past
Evaluate the importance of people's actions in shaping outcomes
Analyze factors that shaped perspectives of
2.2!
Critique present perspectives of past events
1.3
! !
! HIS.3!Evaluate Historical Sources and ! Evidences ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Assess the usefulness of historical sources
HIS.4 Analyze Causation and Argumentation 3.1!
Analyze the limitations of historical sources
More at: www.tinyurl.com/myindiestudio
3.2
!
Analyze causes and effects of past events
4.1!
Distinguish between long-term causes and triggering events
4.2!
Critique central arguments in secondary works 4.3!
Critique sources used in secondary interpretations
4.4
2.3
HIS.1 ANALYZE CHANGE, CONTINUITY, AND CONTEXT
Level 8
Level 10
I can create a detailed and wellorganized timeline (digital, print, or audio narrative) that displays in sequence the most important developments of a major historical event or series of events in a creative and engaging way.
Level 12
Level 6
I can create a detailed and wellorganized timeline (e.g. digital, print, or audio narrative) that displays the most important developments of a major historical event or series of events in the order that they happened.
I can provide a detailed analysis of the unique circumstances and setting of the event (e.g. time, place, culture, politics, economics, and/or religion) in the context of the broader historical setting of the event.
I can create a detailed timeline that displays the most important developments of a major historical event or series of events in the order that they happened.
I can analyze the unique circumstances and setting of the event (e.g. time, place, culture, politics, economics, and/or religion), as well as the key developments that took place leading up to the outcome.
I can evaluate some of the most important connections between and/or among key developments and explain why they are important to one or more specific outcomes.
I can create a timeline that shows the most important developments of a major historical event or series of events in the order that they happened.
I can demonstrate knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world.
shaped the
How well can I assess the way that context
(C3.D2.His.1)
outcome of a historical event? HIS.1.1
I can identify and explain some of the most important connections between and/or among key developments and why they are important to the outcome.
I can analyze two or more primary and secondary sources to make evidence-based claims about the...
I can identify and explain key details about the setting of the event (e.g. time, place, culture, politics, economics, and/or religion), as well as details about each of the developments that took place leading up to the outcome.
I can use two or more secondary sources to draw evidence-based...
I can provide a summary that explains the setting of the event (e.g. time period, location, culture) and that describes important details about each of the developments that took place.
I can explain how several key developments on my timeline are related to each other and why. I can use two different secondary sources to help me compare the importance of each of the developments as...
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1
shaped the
How well can I assess the way that context
outcome of a historical event? (cont'd)
How well can I make sense of the outcome as either
change, continuity, or both? HIS.1.2 (C3.D2.His.2)
I can explain whether the outcome of the major event should be described as a change or as a continuation of the same thing that was happening before. In my explanation, I can use details about the developments and event(s) to support my answer.
...it relates to the outcome of the event(s).
I can classify the major event(s) as an example of either change and/or continuity in history. I can explain my reasoning using specific details about the developments, event(s), and the context surrounding the event(s).
...conclusions about whether some developments were more important than others in leading to the outcome and why.
...relative importance of specific developments in leading to the outcome, as well as the significance of the broader historical context in shaping the outcome.
I can explain my reasoning using specific details about the developments, event(s), and the context surrounding the event.
I can identify and explain how the outcome(s) of the major event(s) is an example of either change, continuity, or both.
I can use secondary interpretations to support my explanation.
I can explain my reasoning using specific details about the developments, event(s), and the context surrounding the event.
I can identify and explain how the outcome(s) of the major event(s) is an example of either change, continuity, or both.
I can properly cite my sources.
I can use secondary interpretations to support my explanation.
I can cite my sources properly.
I can cite my source properly.
2
I can compare the outcome of the major event(s) to another historical event from a different time period, using evidence to analyze and explain the patterns of continuity and/or change them.
I can cite my sources properly.
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How well can I evaluate the
importance of people's actions in shaping the event and the outcome? HIS.1.3 (C3.D2.His.3)
I can identify two or three of the most important individuals and/or groups who directly influenced the outcome of the event. I can use details to explain why I think each individual and/or group was important in shaping the outcome of the event. I can come up with several questions about the individuals and/or groups that I'd like to explore.
I can explain how and why each individual and/or group was important in shaping the outcome of the event.
I can identify two or more of the most important individuals and/or groups who influenced the outcome of the event.
Using one or more different approaches (e.g. written, oral, video, audio, graphic), I can use details to explain how and why each individual and/or group was important in shaping one or more outcomes of the event.
I can identify the most important individuals and/or groups who influenced the outcome of the event.
I can use specific details to explain and evaluate their roles, social and political capital, character strengths and/or weaknesses, and their specific actions that influenced the outcome.
Using two or more different approaches (e.g. written, oral, video, audio, graphic) I can provide a detailed analysis that explains how and why each individual and/or group was important in shaping one or more outcomes of the event.
I can identify the most important individuals and/or groups who influenced the outcome(s) of the event in different ways.
I can use specific details about the role they played, and the actions they took, to support my explanation.
I can use specific details to explain and evaluate their unique roles, relationships, and the specific actions they took that influenced the outcome.
I can come up with several questions about the individuals and/or groups that I'd like to explore.
I can explain why their actions are seen as historically significant.
I can explain how the significance of their actions has or has not changed over time and why.
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3
HIS.2 ANALYZE PERSPECTIVES
Level 6 I can provide a detailed summary of the different perspectives that three or more different individuals and/or groups from the same historical period have about a particular issue or event.
Level 8
I can provide a detailed analysis of multiple differing perspectives that individuals and/or groups from the same historical period have about a particular issue or event.
Level 10
I can provide a detailed analysis of multiple differing perspectives that individuals and/or groups from the same historical period have about a particular issue or event.
Level 12
I can use specific details and evidence from multiple trustworthy primary and/or secondary sources to support my analysis.
I can summarize the different perspectives that two or more different individuals and/or groups from the same historical period have about a particular issue or event.
I can analyze and evaluate the motives, actions, values, and attitudes of individuals and groups to understand the significance of events and developments from a range of perspectives. How well do I understand the
factors that shaped people's perspectives in the past? HIS.2.1 (C3.D2.His.4,5)
I can use specific details and evidence available through multiple trustworthy primary and/or secondary sources to support my analysis.
In my analysis, I can explain multiple factors that influenced their perspectives, including the historical context (time, place, culture, religion, political or economic setting).
I can use specific details and evidence available through primary and/or secondary sources to support my summary.
I can explain multiple factors that influenced their perspectives, including the historical context (e.g. time, place, culture, religion, political or economic setting).
I can give two or three examples of how the setting (e.g. time, place, culture) in which they lived influenced their perspectives on the issue or event.
I can identify and analyze multiple factors that have significant influence on each of their perspectives, including the context (e.g. time, place, culture, politics, religion).
I can make an evidence-based argument for why some factors had greater influence than others.
1
I can explain which factors likely had the greatest influence, using evidence to support my reasoning.
I can discuss the role that political and economic power among the individuals and/or groups played in shaping the context in which they lived.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I analyze the ways in which our
views about the past are shaped by the limits of the historical sources we have available? HIS.2.2 (C3.D2.His.6,8)
When given a written historical account, I can provide a detailed summary about what information can be deducted about the time, place, event, or issue. I can identify the perspective of the writer. I can point out two or three specific examples of key information about the time, place, event, or issue that cannot be known by looking at the source.
I can identify the perspectives of the writers.
I can compare and contrast the information provided by two different written historical accounts that portray a time, place, event or issue.
I can analyze multiple unique written historical accounts that portray the same time, place, event or issue in different ways.
I can scan my sources to identify different "voices" or perspectives that are either absent or not accurately represented in the written accounts.
In my analysis, I can discuss the perspective(s) each source represents, and how their perspectives shaped the content and purpose of the account.
I can explain how their perspective shaped the kind of information they provided in their account. I can name two or three different types of historical sources that would help provide a fuller picture of the time, place, event, or issue, using details to explain why.
I can determine whether there is a dominant "voice" across my sources and if so, explain what they have in common.
I can evaluate multiple unique historical accounts of an event or issue.
I can analyze the perspective(s) of each source, and how the content, purpose, and breadth of the account were shaped and/or limited by the perspective(s) of the writer.
I can scan my sources to identify different "voices" that are either absent or not accurately represented in the accounts, and explain why the lack of representation limits our understanding of the context, event, or issue.
2
I can determine whether there is a dominant "voice" among my different types of sources (mainstream vs. peripheral) and if so, explain what they have in common and how they shaped interpretations of history.
I can make an evidence-based claim about why only the perspectives of some individuals and groups were captured in written history, and not others.
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How well can I explain how the
perspectives of people in the present shape interpretations of the past? HIS.2.3 (C3.D2.His.7)
I can summarize the conflicting perspectives that two different individuals and/or groups from the present have about a historical event or related current event or issue. I can compare and contrast the different ideas and evidence that each individual and/or group uses to support their claims.
I can summarize the conflicting perspectives that two different individuals and/or groups from the present have about a historical event or related current event or issue.
I can compare and contrast the different ideas and evidence that each individual and/or group uses to support their claims.
I can come up with a current example of how different individuals and/or groups from the present have conflicting views or interpretations of a historical event or related current event or issue.
3
I can generate a current example of how different individuals and/or groups from the present have conflicting views or interpretations of a historical event or current event or issue.
I can compare and contrast the different perspectives they have about the event or issue, and I can analyze the evidence and ideas behind their interpretations and/or views.
I can make an evidence-based claim about how their different interpretations of the event or issue are influenced by the individual perspectives (political, religious, cultural) and/or specific values they hold.
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HIS.3 EVALUATE HISTORICAL SOURCES AND EVIDENCE
Level 6
Level 8
I can use key details from the sources to explain my reasoning (e.g. content, purpose, maker, date, place of origin, intended audience).
I can gather and analyze a set of historical sources in order to determine how appropriate, credible, and relevant they are to my inquiry project.
Level 10
I can analyze, synthesize, and evaluate information from a range of primary and secondary sources.
How well can I
determine the usefulness of historical sources? HIS.3.1 (C3.D2.HIS.11)
I can figure out how useful a set of historical sources will be for my inquiry project by considering how well the information provided by the sources will help me find answers to my research question, and how credible the sources are as evidence. I can use key details from the sources to justify my reasoning (e.g. content, purpose, maker, date, place of origin, intended audience).
I can figure out how useful a set of historical sources will be for my inquiry project by determining how well the information provided by the sources will help me find answers to my research question. I can use key details from the sources to support my explanation (e.g. content, purpose, maker, date, place of origin, intended audience).
I can explain how the sources are related to one another, and why they are the best suited to my purpose.
Level 12
I can analyze a set of historical sources in order to determine how appropriate, credible, and relevant they are to my inquiry project.
I can use key details from the sources to explain my reasoning (e.g. content, purpose, maker, date, place of origin, intended audience).
I can explain how the sources are related to one another, and why they are the best suited to my purpose.
When necessary, I can use several other historical sources to figure out a plausible maker, date, place of origin, and intended audience for a historical record where this information is not easily identified.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
1
How well can I
determine the limitations of historical sources? HIS.3.2 (C3.D2.HIS.10)
I can identify and explain several ways that two or more different historical sources each provide only limited information about a time, place, event, or issue.
I can identify and explain several important limitations of two or more historical sources by analyzing their origin, content, and purpose. I can use evidence that has been collected from other historical sources to support my reasoning.
I can identify and explain a range of limitations in the different historical records by analyzing the origin, content, purpose, author's perspectives, intended audience and/or other key contextual factors of each record. I can use evidence that has been collected from other historical sources to support my reasoning. I can give several reasons to explain why the limitations of the historical sources will effect secondary interpretations that are made from them.
I can present a clear and thorough analysis of the limitations of each of the historical sources by analyzing the origin, content, purpose, intended audience, and/or other key contextual factors of each record.
I can use evidence that has been collected from other historical sources to support my reasoning.
Using several specific examples, I can explain how the limitations in historical evidence will extend to the secondary interpretations made from them.
I can explain important steps that a writer can take to minimize the risk of misusing or manipulating a historical record to support a claim or interpretation.
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2
HIS.4 EVALUATE CAUSATION AND ARGUMENTATION
Level 6 I can examine the developments leading up to a specific event in the past, and come up with several possible reasons for why the event took place.
Level 8
I can examine the developments leading up to a specific event in the past, and use evidence to come up with an explanation for the primary causes of the event.
Level 10
I can explain and analyze the causes and effects of events and developments in the modern world.
How well can I
analyze causes and effects of past events? HIS.4.1 (C3.D2.His.14)
I can examine the "before and after" developments of a specific event in the past, and come up with several possible reasons for why the event took place.
I can analyze the major developments that took place after the event, and summarize the key effects of the event. I can use evidence to support my claim about the cause-andeffect relationships for the event(s) that took place.
I can describe the main developments that took place after the event. I can use evidence to explain relationships between cause(s) of the event and the effect(s) of the event.
Level 12
I can analyze the multiple and complex causes and effects of the event.
1
I can organize compelling evidence from multiple secondary sources and interpretations into a reasoned and logical argument to support my analysis.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I distinguish between
long-term causes and triggering events? HIS.4.2 (C3.D2.His.15)
With guidance, I can classify specific developments that lead up to an event as part of a long-term cause or as a sudden trigger for the event. I can use details about the developments before and after the event to justify my reasoning.
I can analyze specific developments that lead up to an event and differentiate between long-term causes and sudden triggers for the event.
I can use details about the developments before and after the event, and their relative importance to the outcome, to justify my reasoning.
I can analyze specific developments that lead up to an event and differentiate between long-term causes and sudden triggers for the event.
I can discuss the importance of the long-term cause or triggering event in light of current events or issues.
I can use specific details and sound evidence drawn from multiple trustworthy historical sources and interpretations to support each of my reasons.
I can analyze specific developments that lead up to an event and differentiate between long-term causes and sudden triggers for the event.
I can cite my sources properly.
I can use two or more trusted sources to support my claims. I can cite my sources properly.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
2
How well can I
historical events or
critique arguments about issues? HIS.4.3 (C3.D2.His.17)
I can read and summarize the central claim about a historical event or issue in a secondary source. I can describe basic background information about the author.
I can compare and contrast the central claims about a historical event or issue from two different secondary sources. I can identify and analyze background information about the authors in order to determine the trustworthiness and reliability of the sources (e.g. author's credentials, author point of view, author affiliations, publisher, and/or date of publication).
I can analyze the central claims about a historical event or issue from two or more different secondary sources in different formats (e.g. written, oral, video, audio). I can identify and analyze background information about the authors in order to determine the credibility of the sources (e.g. author's credentials, author purpose or point of view, author affiliations, publisher, publication date). I can use additional trustworthy sources to determine which claims are based on sound evidence, and which claims are based on speculation.
I can critique the central claims about a historical event or issue from two or more different secondary sources in different formats (e.g. written, oral, video, audio).
I can draw on other trustworthy sources to cross-check the accuracy of their claims and the relevance and appropriateness of the evidence they used to support their claims.
3
I can evaluate the strength of the arguments by distinguishing among facts, reasoned judgments based on sound evidence, and speculation in secondary interpretations of the past.
My analysis takes into consideration the background, perspectives, and purpose of the author's work.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
critique the appropriateness of a source used (C3.D2.His.9,13)
in a secondary interpretation? HIS.4.4
I can identify and classify the specific historical sources that were used to support the central claim and/or interpretation in a secondary source.
I can identify and classify the specific historical sources that were used to support the central claim(s) and/or interpretation(s) in two or more secondary sources. I can use details about the cited historical sources (e.g. maker, date, place of origin, intended audience, purpose, content, point of view) to evaluate how well the sources support the central claim and/or interpretation of the historical event(s).
I can use evidence to determine whether one or more sources were used appropriately ("in context") or inappropriately ("taken out of context").
I can use details about the historical sources (e.g. maker, date, place of origin, intended audience, purpose, content, and/or point of view) to evaluate how well the sources support the central claim and/or interpretation of the historical event(s).
I can make an evidence-based claim about how the author's context (time, place, culture, dominant
I can use evidence to determine whether one or more sources were used appropriately ("in context") or inappropriately ("taken out of context").
I can use details about the historical sources (e.g. maker, date, place of origin, intended audience, purpose, content, and/or point of view) to evaluate their credibility and relevance to the central claims and/or interpretations they were used to support.
I can classify the historical sources used to support secondary interpretations, evaluate their limitations, and explain how they are used to support or defend specific claims of the authors.
I can use details to explain how the author's context (time,
religious or political views) and particular point of view influences her or his interpretations.
I can classify the historical sources used to support the central claim(s) and/or interpretations in two or more secondary sources.
place, culture, dominant religious or political views) influences her or his interpretations.
4
I can explain several important assumptions that underlie the interpretations and which key issues are overlooked or left out.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
Skills Overview
My Health competencies
!
! ! Apply Knowledge of Health Concepts HEALTH.1 ! ! ! !! ! ! ! ! ! ! ! ! ! ! Engage in Health Advocacy HEALTH.3 ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Analyze the four dimensions of health
HEALTH.2 Analyze Health Promotion and Risk Reduction
!
1.1!
Explain causes of health problems and solutions for prevention and reductions
1.2!
Analyze key factors that impact health Analyze developmental stages of life
1.3!
behaviors
2.4!
Evaluate the impact of technology on health
3.2!
3.3!
More at: www.tinyurl.com/myindiestudio
2.3!
policy, and government regulation impact health
3.1!
Develop and analyze a personal health plan
2.2!
Evaluate the impact of cultural norms, public
Enhance personal health through positive decision-making
2.1!
Demonstrate health risk reduction practices and
1.4
Influence and support others in healthy decision-making
services
Demonstrate healthy practices and behaviors
Demonstrate effective communication skills to promote health
Evaluate health information, products, and
3.4
2.5
HEALTH.1 APPLY KNOWLEDGE OF HEALTH CONCEPTS
Level 6 I can describe each of the key dimensions of health.
Level 8
I can identify and explain healthy behaviors during adolescence that support each dimension of health.
I can describe each of the key dimensions of health (physical, mental, emotional, social).
I can provide an in-depth analysis of each dimension of health and explain how each dimension contributes to overall wellness.
Level 12
I can provide an in-depth analysis of each dimension of health and describe how each dimension contributes to overall wellness.
I can analyze common barriers to maintaining each dimension of personal health, and investigate a range of successful strategies for overcoming common barriers.
I can identify and explain healthy behaviors during adulthood that support each dimension of health.
I can draw on current academic research to explain the interrelationships between the dimensions of health.
I can analyze and explain the interrelationships between the dimensions of health.
I can identify and explain healthy behaviors during adulthood that support each dimension of health, citing two or more trusted sources.
Level 10
I can apply knowledge of concepts related to health promotion and disease prevention to enhance health.
How well can I analyze the four dimensions of health? HEALTH.1.1 I can identify and explain healthy behaviors during childhood that support each dimension of health.
I can use examples to explain how one or more dimensions of health can effect other dimensions of health. I can identify common barriers to maintaining each dimension of personal health.
I can identify common barriers to maintaining each dimension of personal health, and identify successful strategies for overcoming them.
1
I can cite my sources properly.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I explain causes of
health problems &
HEALTH.1.2
solutions for prevention and reduction?
I can summarize the main types of childhood diseases (e.g. infectious, noninfectious) and explain their different causes (e.g. germs, pathogens, heredity). Working with my peers, I can compare information about the rates of childhood diseases in the United States with rates of childhood diseases in other parts of the world. I can summarize my findings and come up with several reasons to explain similarities and/or differences.
I can identify and describe the most common health problems that occur throughout life in the United States along each dimension of health. I can explain their causes, as well as specific methods used to reduce, prevent, and treat common health problems. I can compare data sets about common health problems in the United States with common health problems in other parts of the world. I can summarize my findings and come up with several reasons to explain similarities and/or differences.
I can compare data sets about common health problems across two or more different geographic settings or demographic groups.
I can explain their causes, and describe the most successful approaches to reducing, preventing, and treating them, citing two or more current and credible sources.
I can use data to identify and describe the most common health problems for each dimension of health that occur throughout life in the United States.
I can explain their causes, and describe the most successful approaches to reducing, preventing, and treating them, citing two or more current and credible sources.
I can use data to identify and describe the most common health problems for each dimension of health that occur throughout life in the United States.
2
I can analyze how individual factors (e.g. lifestyle choices, environment, and heredity) as well as broader societal factors (e.g. government policy, medical advances, technology, research) influence health maintenance and disease prevention on a local and global level. I can analyze and explain my findings, using evidence to support my explanation.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
analyze key
How well can I
HEALTH.1.3
factors that impact health?
I can use details and specific examples to explain why they have the greatest impact on my health.
I can identify and summarize some of the most important factors that impact my health in day-to-day life (e.g. family, nutrition, environment, lifestyle, media).
I can describe the factors that have the greatest impact on my personal health, and use evidence to justify my explanation.
I can use details to explain how these different factors are interrelated in the way they impact individual health practices and behaviors.
I can identify and describe key factors that impact adolescent health behaviors in day-to-day life (e.g. family, genetics, nutrition, environment, lifestyle, media, technology).
I can analyze and explain the factors that have the greatest positive and negative impacts on my personal health, and use evidence to justify my explanation.
I can use examples to explain how these different factors are interrelated in the way they impact individual health practices and behaviors.
I can analyze and describe key factors that impact personal health (e.g. environment, genetics, culture, lifestyle choices, media, technology, access to health care).
I can investigate the role of preventative health in promoting health, safety, and wellbeing for me, my family, and community.
I can investigate a range of interrelated factors that impact personal health (e.g. environment, genetics, lifestyle, nutrition, culture, media, technology, access to preventative health care, government policy/regulation).
I can use specific examples to analyze how these different factors are interrelated in the way they impact health practices and behaviors at both the individual and community level.
3
I can analyze and explain the factors that have the greatest positive and negative impacts on health in my community, and I can propose evidencebased strategies for addressing the factors in my community that negatively impact health.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
HEALTH.1.4
analyze developmental stages of life?
I can summarize the basic stages of human growth and development (e.g. infancy, childhood, adolescence, adulthood, late adulthood). I can describe the physical, emotional, and social changes that take place during puberty.
I can describe the physical, emotional, and social changes that take place during puberty.
I can identify and describe the basic stages of human growth and development.
I can analyze factors that impact growth and development between adolescence and adulthood (e.g. relationships, behaviors, access to resources, environment).
I can analyze the basic stages of human growth and development.
I can investigate resources and strategies to manage changes and transitions associated with puberty.
I can investigate resources and strategies for maintaining sexual and reproductive health.
I can analyze the basic stages of human growth and development.
I can analyze social, biological, and environmental factors that impact growth and development between each stage.
4
I can explore through research a recent medical advancement that has impacted the human experience at a particular developmental stage, and explain the current and potential future implications of the advancement.
I can cite my sources.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
HEALTH.2 ANALYZE HEALTH PROMOTION & RISK REDUCTION
With guidance, I can identify valid and trustworthy sources of health-related information.
Level 6
Level 8
Level 10
I can create and apply criteria for evaluating health-related information in order to identify current, credible, and relevant health information.
Level 12
On my own, I can investigate and take advantage of community resources and health-related services, products, and information that are available to me.
1
I can evaluate the quality, validity, and accessibility of different types of health-related products and services, using important consumer information and other trusted data sources to support my analysis.
I can create and apply criteria for identifying and analyzing trustworthy sources of healthrelated information.
I can categorize different types of health-related products and services according to their purpose.
I can analyze different types of health-related products and services available online and in my community, using consumer information and other trusted data sources to support my analysis.
I can apply criteria provided by my educator to help me identify and analyze trustworthy sources of healthrelated information.
I can demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
How well can I
evaluate different health information, products, and services? HEALTH.2.1
I can compare the purpose and value of different types of health-related products and services. I can investigate community resources and health-related services, products, and information that are available to me.
I can investigate community resources and health-related services, products, and information that are available to me. I can cite my sources properly.
I can cite my sources properly.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well do I
demonstrate healthy practices & HEALTH.2.2
behaviors?
I can use nutritional information to identify and describe healthy food choices in a variety of situations.
I can plan and practice strategies to promote health, safety, and/or well-being (e.g. first aid, safe use of technology, addressing bullying).
I can distinguish between healthy and unhealthy strategies for stress and anger management.
I can use nutritional information to identify and describe healthy food choices in a variety of situations.
I can plan and practice strategies to promote health, safety, and/or well-being (e.g. emergency procedures, safe use of technology, proper food handling, regular exercise).
I can develop, implement, and evaluate a personal strategy for stress and/or anger management.
I can apply my knowledge of food quality, sources, and nutritional content to develop a model nutrition plan and identify the key challenges and success factors for implementation.
I can plan and practice mindfulness strategies to promote health, safety, and/or well-being.
I can analyze opposing claims about the relationship between nutrition and disease prevention, and evaluate my findings.
I can plan and practice mindfulness strategies to promote health, safety, and/or well-being.
I can describe healthy ways to express caring, friendship, affection, and love while maintaining personal boundaries for privacy, safety, and personal health.
2
I can develop, implement, and evaluate a personal strategy for stress and/or anger management.
I can identify and practice strategies that can be used to manage stress, anger or grief.
I can identify strategies for maintaining personal boundaries in my relationships to keep me healthy and safe.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
apply health risk reduction practices and behaviors? HEALTH.2.3
I can explain healthy and safe ways to recognize, deal with, or avoid threatening situations. I can describe the basics of injury prevention. I can explain the main effects that drugs, alcohol, and tobacco have on the user's body functions, decisionmaking abilities, and overall health. I can explain factors that influence childhood and adolescent drug use (e.g. peer pressure, media, stress).
I can demonstrate ways to recognize, avoid and change situations that threaten the safety of myself and others.
I can explain first aid best practices and effective methods for injury prevention.
I can model ways to avoid and reduce a range of health risks that threaten the safety and/or health of myself and others.
I can explain how the use of drugs and alcohol can negatively effect the body functions, selfcontrol, judgment, and short and long term health.
I can describe the basics of injury prevention and come up with my own plan for personal safety. I can explain how the use of drugs and alcohol can negatively effect the body functions, self-control, and judgment of the user.
I can describe how some healthrisk behaviors (e.g. gateway drugs) can influence the likelihood of engaging in unhealthy behaviors. I can investigate the individual and community impacts of substance abuse.
I can model a variety of behaviors to avoid or reduce a range of health risks to myself and others.
I can apply first aid skills and practice effective methods for injury prevention.
I can analyze the impacts of drugs and alcohol on body functions, self-control, judgment, and short and long-term health.
3
I can generate examples of healthrisk behaviors (e.g. gateway drugs) that influence the likelihood of engaging in unhealthy behaviors.
I can investigate the individual and community impacts of substance abuse, and evaluate successful prevention and intervention strategies for adolescent and adult drug use.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How do I make sense of how
impact health?
cultural norms, public policy, & government regulation HEALTH.2.4
I can analyze my family lifestyle, culture, and community environment to determine the impact they have on all four dimensions of my personal health.
I can analyze my own family history and lifestyle, cultural norms, and community environment to determine their impacts on each dimension of my health and health behaviors. I can practice responses in situations where external influences may impact my ability to make healthy and safe choices.
I can analyze my own family history and lifestyle, cultural norms, and community environment to determine their impact on each dimension of my health and health behaviors. I can practice responses in situations where external influences may impact my ability to make healthy and safe choices. I can identify and analyze a range of government regulations and/or public policies that directly impact my health and safety, as well as the health and safety of my community.
I can prepare an evidence-based argument in which I investigate and analyze the role of cultural norms, public policy, and government regulation in supporting individual and community health, safety, and disease prevention.
I can propose solutions to key challenges or issues that are raised through my investigation.
4
I can practice responses in situations where external influences may impact my ability to make healthy and safe choices.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How do I make sense of the
impact of technology on health? HEALTH.2.5
I can use specific examples to explain several ways that the media influences my thoughts, feelings and health behaviors. I can describe the basics of internet safety.
I can use specific examples to explain ways that technology and media influence my thoughts, feelings and health behaviors. I can explain the importance of setting personal boundaries for privacy, safety, and expressions of emotions and opinions in online settings. I can discuss specific strategies for internet safety and for guarding against cyber bulling, identity theft, and scams that try to access my private information online.
I can set personal boundaries for privacy, safety, and expressions of emotions and opinions in online settings.
I can analyze the ways that technology and media influence individual thoughts, feelings and health behaviors, while shaping our perspectives on health and beauty.
I can apply specific strategies for ensuring internet safety, privacy and security, and respectful and appropriate communications in different online contexts.
I can set personal boundaries for privacy, safety, and expressions of emotions and opinions in online settings.
I can analyze the ways that technology and media influence individual thoughts, feelings and health behaviors, while shaping our perspectives on health, beauty, and gender roles.
I can analyze my digital footprint and make a plan for maintaining a positive online reputation across all online platforms that I use.
5
I can discuss specific strategies for internet safety, privacy and security, and for guarding against cyber bulling, identity theft, and scams that try to access my private information online. I can define and analyze my digital footprint.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
HEALTH.3 ENGAGE IN HEALTH ADVOCACY
Level 8
I can model effective communication skills with family, peers and/or others to enhance health by sharing accurate information and expressing care and/or concern.
Level 10
I can model effective communication skills with family, peers and/or others to enhance health by sharing accurate information and expressing care and/or concern.
Level 12
Level 6 I can model positive messaging with my peers and family about healthy choices by giving accurate information and sharing my opinions.
I can ask for and offer assistance to enhance the health of myself and others.
I can model active listening skills. I can ask for help when I have a health-related problem or concern.
I can ask for and offer assistance to enhance the health of myself and others.
I can use interpersonal communication and advocacy skills, make healthy decisions, and set goals to enhance personal, family and community health.
How well can I use effective communication
skills to promote health? HEALTH.3.1 I can model active listening skills.
I can model refusal, negotiation and collaboration skills to avoid and reduce health risks.
I can practice refusal skills to avoid or reduce health risks.
I can model refusal, negotiation and collaboration skills to avoid and reduce health risks.
I can model nonviolent strategies to prevent, manage, and resolve interpersonal conflicts without harm to myself or others.
I can explain ways to resolve a conflict nonviolently.
I can model nonviolent strategies to prevent, manage and/or resolve conflict between individuals.
I can ask for assistance to enhance the health of myself and others. I can practice refusal and negotiation skills to avoid or reduce health risks. I can practice nonviolent strategies to manage or resolve conflict.
I can investigate how empathy contributes to respectful relationships.
I can investigate how empathy and ethical decision making contribute to respectful relationships.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
1
How do I
influence and support others in healthy decisionmaking? HEALTH.3.2
I can design a message (e.g. video, presentation, infographic, website, podcast) that promotes a specific aspect of health and targets a specific audience.
I can take a firm position on a health topic and gather accurate information to support it. I can design a healthenhancing message (e.g. video, presentation, infographic, website, podcast) that integrates the information I have gathered in a creative way, and targets a specific audience.
I can take a firm position on a health topic and gather accurate information to support it. I can design health-enhancing messages (e.g. video, presentation, infographic, website, podcast) that integrates the information I have gathered in a creative way, and targets a specific audience. In my design, I can take into consideration the specific interests and perspectives of my target audience(s). I can work with others to advocate for individual, family, and/or community health.
I can take a firm position on a health topic and gather accurate information to support it using multiple diverse sources.
I can design health-enhancing messages (e.g. video, presentation, infographic, website, podcast) that integrates the information I have gathered in a creative way and compelling way.
I can adapt my health message(s) and/or communication techniques to reach two or more different audiences.
I can work with others to advocate for individual, family, and/or community health.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
2
How well can I enhance my health through positive decisionmaking? HEALTH.3.3
How well can I develop and analyze a
personal health plan? HEALTH.3.4
When faced with an important health-related decision, I can list healthy options and predict the potential outcomes of each option.
I can identify a health-related situation requiring a thoughtful decision. I can figure out when individual or collaborative decision-making is best.
I can assess my own personal health practices.
I can choose a healthy option and describe the outcome of the decision. I can figure out which choices are healthy and which are unhealthy, and I can predict the potential short-term impacts of each choice.
I can set a short-term health goal.
I can develop a short-term goal to adopt or improve a personal health practice.
I can choose the healthy option and analyze the outcome of my decision.
I can identify resources to assist in achieving my goal. I can track my progress toward achievement.
I can use strategies to monitor progress towards the goal. I can describe how personal health goals can vary with changing abilities, priorities and responsibilities.
I can assess my own personal health practices and overall health status.
I can defend my choice, and evaluate the effectiveness of the healthy decision.
I can come up with alternative approaches and predict the potential short and long-term impact for myself and for others with each alternative.
I can justify when that decision should be individual or collaborative.
I can determine when healthrelated situation requires a thoughtful decision-making process.
I can select a personal health goal that addresses my individual strengths, needs and risks.
I can assess my personal health practices and overall health status.
I can defend the healthy choice, and evaluate the effectiveness of the healthy decision.
I can generate alternative approaches and predict the potential short and long-term impact for myself and others with each alternative.
I can justify when that decision should be individual or collaborative.
I can compare the value of thoughtful decision-making to quick decision-making in a healthrelated situation.
I can implement strategies and analyze my progress towards achieving my goal.
I can develop a short-term goal to adopt, maintain or improve a personal health practice and that addresses my individual strengths, needs and risks. I can implement strategies and analyze my progress towards achieving my goal. I can formulate a long-term personal health plan that identifies goals, strategies, and specific actions.
I can formulate a long-term personal health plan that identifies goals, strategies, actions, anticipated challenges, key success factors, and specific resources and/or supports needed.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
3
Skills Overview
My Physical Education competencies
! ! ! ! !
!
! Physical Fitness Activities & PE.1 Analyze ! Outcomes
! !! ! ! ! ! ! ! ! ! ! Health and Movement Performance PE.3 Advance ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Use fitness data to establish personal health goals
1.1!
Develop and implement a fitness plans
1.2!
Track and analyze progress toward fitness goals 1.3
Improve movement performances
3.1!
Develop and strengthen motor skills
3.2!
Apply knowledge of the impacts of exercise
More at: www.tinyurl.com/myindiestudio
3.3
PE.2 Demonstrate Personal and Social Skills
!
Demonstrate collaboration skills during physical activities
2.1!
Demonstrate responsible behavior during physical activities
2.2!
Evaluate impacts on safety during physical activities
2.3
Level 8
PE.1 ANALYZE PHYSICAL FITNESS ACTIVITIES AND OUTCOMES
Level 6 I can participate in one or more health-related fitness assessments (e.g. cardiovascular fitness) to gather data on my health status.
I can set two measurable and realistic fitness goals to help me improve my health and/or fitness level.
I can analyze the data and describe my current fitness status.
I can participate in multiple health-related fitness assessments to gather data on my health status.
I can demonstrate and apply fitness concepts.
How do I use fitness data to
establish personal health goals? PE.1.1 I can analyze the data and describe my current fitness status. I can set a measurable and realistic fitness goal to help me improve my health and/or fitness level.
My fitness goals address two or more of the health-related fitness concepts (flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition).
Level 10 I can participate in multiple healthrelated fitness assessments to gather data on my health status. I can analyze the data and describe my current fitness status. I can set two or more measurable and realistic fitness goals to help me improve my health and/or fitness level. My fitness goals address three or more of the health-related fitness concepts.
Level 12
I can participate in multiple health-related fitness assessments to gather data on my health status.
I can analyze the data and describe my current fitness status.
1
I can set two or more measurable and realistic fitness goals to help me improve my health and/or fitness level.
My fitness goals address all five the health-related fitness concepts.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I develop and implement a
personal fitness plan? PE.1.2
How well can I
track & analyze my progress toward fitness goals? PE.1.3
With guidance, I can create a fitness program that will help me reach my fitness goal. My fitness plan addresses two or more of the five healthrelated components (flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition). My fitness program applies the frequency, intensity, time and type (FITT) guidelines.
I can design a fitness program from established goals which addresses two or more of the five health-related fitness components.
My fitness program applies the frequency, intensity, time and type (FITT) guidelines.
I can design and evaluate a fitness program from my established goals which addresses three or more of the five healthrelated fitness components.
I can design and evaluate a fitness program from my established goals which addresses all five of the five health-related fitness components.
I can track my progress toward my fitness goals by participating in additional fitness assessments and collecting data on my status.
I can implement my fitness plan.
My fitness program applies the frequency, intensity, time and type (FITT) guidelines as well as the principles of training (specificity, overload, progression).
I can track my progress toward my fitness goals by participating in additional fitness assessments and collecting data on my status.
I can implement my fitness plan and adapt it as needed to help me achieve my goals.
I can track my progress toward my fitness goals by participating in additional fitness assessments and collecting data on my status.
I can implement my fitness plan.
With guidance, I can track my progress toward my fitness goal by participating in additional fitness assessments.
I can analyze the data, evaluate my progress, and make adjustments to maximize progress and goal attainment.
I can implement my fitness plan and adapt it as needed to help me achieve my goals.
I can summarize my progress.
I can analyze the data, reflect on my progress, and make adjustments to my plan to ensure I reach my goal.
2
I can make meaning from the data and summarize my progress.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
PE.2 DEMONSTRATE PERSONAL AND SOCIAL SKILLS
I can get along well with others.
During physical activities, I can demonstrate active listening skills.
Level 6 When participating in physical activities, I can show teamwork and respectful interactions with my peers.
I can help make sure that everyone feels included.
When participating in physical activities, I can show teamwork and respectful interactions with my peers.
I can take concrete steps to ensure respectful inclusion of all of my peers.
When participating in physical activities, I can show teamwork and respectful interactions with my peers.
Level 12
I can help make sure that everyone feels included.
I can manage peer pressure in a positive way.
Level 10
I can manage peer pressure in a positive way.
Level 8
I can demonstrate and explain responsible personal behavior and responsible social behavior in physical activity settings.
How well can I
demonstrate collaboratio n skills during physical activities? PE.2.1 I can show responsibility by taking ownership of my words, actions, and attitude.
I can help prevent and/or resolve conflicts to ensure no harm comes to myself or others.
1
I can help prevent, manage, and resolve conflicts to ensure no harm comes to myself or others.
I can manage peer pressure in a positive way, and confront and reduce negative peer pressure when I see it.
I can help resolve conflicts nonviolently.
I can give and accept constructive feedback, using positive and respectful language.
I can give and accept constructive feedback.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
show responsible behavior during physical activities? PE.2.2
How well can I
evaluate impacts on safety during physical activities? PE.2.3
I can behave in a safe manner during physical activities. I can use equipment use respectfully.
I can explain safety rules for engaging in physical activities. I can explain the rules of play for a particular game/physical activity.
I can use equipment use respectfully.
I can behave in a safe and responsible manner during physical activities.
I can use equipment respectfully and help ensure my peers are also using the equipment in the appropriate way.
I can behave in a safe, responsible, and ethical manner during physical activities.
I can use equipment respectfully and help ensure my peers are also using the equipment in the appropriate way.
I can behave in a safe, responsible, and ethical manner during physical activities.
I can explain the rules of play for a particular game/physical activity.
I can explain safety rules for engaging in physical activities and their purpose.
I can describe the possible risks associated with specific games/physical activities.
I can explain reasons for modifying those rules for particular situations.
I can describe the game/physical activity rules and safety rules and the rationale behind them.
I can predict how etiquette/safety rules improve games/activities and contribute to productive participation.
I can describe the possible risks associated with specific games/physical activities.
I can explain reasons for modifying those rules for particular situations.
I can describe the game/physical activity rules and safety rules and the rationale behind them.
I can go take extra steps to help build a safe, positive, and respectful environment.
I can describe the possible risks associated with specific games/physical activities.
I can predict how etiquette/safety rules improve games/activities and contribute to productive participation.
2
I can explain how environmental modifications can impact safety.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
PE.3 ADVANCE HEALTH AND MOVEMENT PERFORMANCE
I can participate in activities designed to improve my agility, balance, coordination, and speed.
Level 6
I can describe scientific principles that affect movement and skills.
I can participate in activities designed to improve my agility, balance, coordination, and speed.
Level 8
I can demonstrate scientific principles that affect movement and skills.
I can participate in activities designed to improve my agility, balance, coordination, power, reaction time, and speed.
Level 10
I can practice and apply different strategies related to movement performance to reduce my risk of injury.
I can demonstrate scientific principles that affect movement and skills.
I can participate in activities designed to improve my agility, balance, coordination, power, reaction time, and speed.
Level 12
I can demonstrate the fundamental and specialized motor skills and apply principles of movement for improved performance and health. How well do I
improve movement performance? PE.3.1
I can describe scientific principles that affect movement and skills (e.g. gravity, force production/absorption, balance, rotation, opposition).
I can practice and apply different strategies related to movement performance to reduce my risk of injury.
1
I can practice different strategies related to movement performance to reduce my risk of injury.
I can show how changing body position absorbs force and decreases the risk of injury.
I can demonstrate how the point of contact and the point of release changes an object's path.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well do I
develop & strengthen my motor skills? PE.3.2 I can describe why practice is important to skill improvement.
I can describe and use basic movement skills (e.g. locomotor, non-locomotor, manipulative movements, combination movements, space awareness, effort). I can explain how specific, positive and correct feedback affect skill performance.
I can demonstrate correct technique for motor and manipulative skills and combine both skills during drills or modified games/physical activities.
I can design appropriate practice sessions, using fundamental movement skills to improve my performance.
I can demonstrate a variety of specialized movement skills specific to game/physical activity while participating in that game/physical activity.
I can design appropriate practice sessions, using fundamental movement skills to improve my performance.
I can demonstrate a variety of specialized movement skills specific to game/physical activity while participating in that game/physical activity.
I can explain and demonstrate the relationship of fitness skill components to specialized movement skills.
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2
How well do I apply my knowledge of the
impacts of exercise? PE.3.3
I can identify and explain the physical and mental benefits of regular participation in physical activity. I can use details to explain body responses to moderate and vigorous exercise (e.g. heart rate, breathing rate) I can describe the physiological responses of the body to moderate and/or vigorous exercise over a sustained period of time (e.g. increased muscle mass, endurance, metabolism; reduced blood pressure, etc).
I can identify and explain the physical, mental/intellectual, emotional and social benefits of regular participation in physical activity.
I can describe the physiological responses of the body to moderate and/or vigorous exercise over a sustained period of time, using details and academic vocabulary.
I can analyze the physical, mental/intellectual, emotional and social benefits of regular participation in physical activity.
I can identify and apply ways to monitor and assess the body's responses to exercise (e.g. heart rate monitoring, blood pressure, fitness assessment). I can analyze factors that affect the responses of body systems during exercise (e.g. fitness status, substance use).
I can describe the physical, mental/intellectual, emotional and social benefits of regular participation in physical activity.
I can describe the physiological responses of the body to sustained, rigorous exercise.
I can analyze factors that affect the responses of body systems during exercise (exercise, fitness status, substance use).
3
I can apply my knowledge of the interaction between the type and duration of exercise and their effects on the body to make informed choices about physical activities and exercise regimens that will help me achieve my personal health and fitness goals.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
Skills Overview
My Visual Art competencies
! ! ! !
! ! !! ! ! ! ! ! ! ! ! ! ! ! ! VA.3! Evaluate Visual Art !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
VA.1!Create Visual Art
VA.2 Present Visual Art
Generate ideas for visual art projects Organize and develop a project plan
!
1.1!
1.2!
presentations
Demonstrate understanding of the responsibilities that come with the freedom to create
1.3!
1.4!
Refine and improve the work
1.5
3.1!
Interpret meaning and intent in artistic work Use criteria to critique artwork
3.3!
Relate artistic ideas and works with societal, cultural and historical contexts
More at: www.tinyurl.com/myindiestudio
3.4
effectively
2.2!
artistic work
Analyze visual artwork and its impact on audiences
2.1!
Use artistic techniques to present artwork Convey meaning through the presentation of
Engage in re/design efforts to improve an outcome or user experience
Analyze, interpret, and select artistic work for
3.2!
2.3
VA.1 CREATING VISUAL ART
Level 7
Level 8
Level 10
Level 12
Level 6
Individually or collaboratively, I can formulate new creative problems based on my existing portfolio of artwork.
I can conceive and develop new artistic ideas and work.
generate ideas
How well can I for visual art projects? VA.1.1 (NCAS VA:Cr)
1
I can utilize inquiry methods of observation, research, and/or experimentation to explore unfamiliar subjects through artmaking.
I can choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Working independently, I can pursue an artistic investigation that relates to some aspect of present-day life using a contemporary art or design practice.
I can use multiple approaches (research, observation) to begin a creative project or endeavor, and use different methods to overcome creative blocks.
I can develop clear goals and criteria to help guide the process.
When coming up with ideas for creating art, I can develop clear goals and criteria to help guide the process.
In a group setting, I can work with others to brainstorm and come up with novel ideas for art projects.
I can develop clear goals and criteria to help guide the process.
Working with others, I can pursue an artistic investigation that relates to some aspect of present-day life using a modern-day practice of art and/or design.
I can share ideas that are connected to my interests, experiences, or questions about the world.
When I struggle to come up with creative ideas for art projects, I can use different methods to help me overcome my creative blocks.
When I struggle to come up with creative ideas for art projects, I can use different methods to help me overcome my creative blocks.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well do I organize and
(NCAS VA:Cr)
develop my project? VA.1.2
When carrying out an art project, I demonstrate openness in trying new ideas, materials, and methods in making works of art and design.
When carrying out an art project, I demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
When carrying out an art project, I demonstrate a persistence in developing my skills, as well as a willingness to experiment and take creative risks to pursue different ideas and approaches while I'm in the process of making art.
I can document the process of developing ideas from early stages to fully elaborated ideas.
When carrying out an art project, I demonstrate a strong ability to experiment, innovate, and take risks to pursue different ideas and approaches while I'm in the process of making art.
I can document the process of developing ideas from early stages to fully elaborated ideas.
When carrying out an art project, I demonstrate a strong ability to experiment, innovate, and take risks to pursue different ideas, forms, and meanings that emerge in the process.
2
Through experimentation, practice, and persistence, I can demonstrate the acquisition of skills and knowledge in a specific art form.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
responsibilities
How do I make sense of the that come with the freedom to create? VA.1.3 (NCAS VA:Cr)
I can demonstrate safe handling of materials, tools, and equipment.
I can explain why conservation, care, and clean-up of art materials, tools, and equipment is important to the environment. I can explain some of the risks and responsibilities of posting and sharing images and other materials through the Internet, social media, and other communication formats.
I can explain why conservation, care, and clean-up of art materials, tools, and equipment is important to the environment.
I can demonstrate safe handling of materials, tools, and equipment.
I can demonstrate safe handling of materials, tools, and equipment.
I can explain why conservation, care, and clean-up of art materials, tools, and equipment is important to the environment.
Using details, I can explain the practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating art.
I can demonstrate safe handling of materials, tools, and equipment.
I can explain the importance of conservation, care, and responsible clean-up of art materials, tools, and equipment in my art-making process.
Using specific case studies as examples, I can explain and analyze important practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as applied to making/distributing artwork.
I can demonstrate safe handling of materials, tools, and equipment.
I can apply my knowledge of the importance of conservation, care, and responsible clean-up of art materials, tools, and equipment in my art-making process.
3
I can demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
I can explain how traditional and non-traditional materials impact human health and the environment.
I can explain how traditional and non-traditional materials impact human health and the environment.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
engage in a re/design process to improve an outcome or user experience? VA.1.4 (NCAS VA:Cr)
How well can I
refine & complete artistic work? VA.1.5 (NCAS VA:Cr)
When given an object, place, or system as a prompt, I can carry out a design or redesign process that helps to improve the user experience in at least one way. In my process, I identify and analyze what user needs are not being met, and use that information in my design. I can reflect on whether my a piece of my own personal artwork conveys the meaning that I wanted to convey. I can make changes to the artwork in order to make the meaning of the artwork clearer to the audience.
I can use one or more visual organizational strategies to design and produce a work of visual art (ex. infographic) that clearly communicates information or ideas.
I can explain important information about one of my personal artworks by preparing a written artist statement about the work and its purpose or meaning.
I can identify a set of relevant criteria from traditional and contemporary cultural contexts to help me examine and reflect on my artwork.
I can select, organize, and design images and words to make visually clear and compelling presentations.
Working with others, I can develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.
I can explain important information about one of my personal artworks by preparing a written artist statement about the work and its purpose or meaning.
In my process, I gather and analyze data about user needs and preferences, and integrate that information in my design.
I can use a set of criteria to analyze my work and decide on needed revisions.
After analyzing my artwork, I can develop and implement a plan for revisions of my artwork or design to improve the art piece or making the meaning or purpose more clear to the audience. I can make revisions for a work of art or design in progress in order to improve the art piece.
I can develop a proposal for, and implement the redesign of, an object, system, place in response to a specific contemporary issue or user need.
In my process, I gather and analyze data about user needs and preferences, and integrate that information in my design.
4
I can engage in constructive critique with peers about a piece of artwork during which we share and receive feedback, use criteria to analyze work, and discuss possible revisions that would make the work stronger.
I can reflect on this collaborative process, reengage and revise my artwork to refine it in response to my own personal artistic vision.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
VA.2 PRESENTING VISUAL ART
Level 6
Level 7
Level 8
Using my knowledge of the different ways to preserve and present visual artwork, I can analyze, select, and curate artifacts and/or artworks for presentation and preservation.
Level 10
In my analysis, I can explain the specific factors that impacted my art selection (goals, venue, audience, theme, user experience).
Using my knowledge of the different ways to preserve and present visual artwork, I can develop a set of criteria for evaluating a collection of artwork for presentation. I can apply the criteria to analyze an artwork collection, using specific details from the presentation to justify my analysis.
I can compare and contrast different ways of preserving and presenting twodimensional, threedimensional, and digital artwork. Using specific examples, I can compare and contrast how different technologies available in our current age have changed the way artwork is preserved, presented, and experienced.
I can explain the similarities and differences between different ways of preserving twodimensional, threedimensional, and digital artwork.
I can interpret and share artistic work.
How well can I
select, analyze, & interpret artistic work for presentation? VA.2.1 (NCAS VA:Pr)
I can explain the similarities and differences between different ways of presenting twodimensional, threedimensional, and digital artwork.
I can use specific details to explain the relationships between the art selections, as well as their connections to the overarching purpose and theme of the exhibit.
Level 12
Using my knowledge of the different ways to preserve and present visual artwork, I can analyze, select, and curate personal artifacts and/or personal artwork for presentation and preservation.
In my analysis, I can explain the specific factors that impacted my art selection (goals, venue, audience, theme, user experience).
I can provide a detailed explanation for the relationships between the art selections, and their connections to the overarching purpose and theme of the exhibit.
1
I can critique my own choices of presentation and
preservation, taking into consideration specific objectives as well as external criteria to evaluate the exhibit.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
use artistic techniques to present artwork effectively? VA.2.2 (NCAS VA:Pr)
Working with others, I can develop a visual plan (written description, sketch, digital mock-up) for displaying works of art that takes into consideration the exhibit space, the needs of the viewer, and the layout of the exhibit.
Working on my own, I can develop a visual plan (written description, sketch, digital mock-up) for displaying works of art that takes into consideration the exhibit space, the needs of the viewer, and the layout of the exhibit. Using criteria, I can evaluate my visual plan for presenting the art collection.
I can develop a visual plan (written description, sketch, digital mock-up) for displaying works of art in a specific venue. Working with others, I can present an exhibition of selected theme-based artwork for display that takes into consideration key factors (exhibit space, needs of the viewer, layout of the exhibit, purpose of exhibit, central themes). I can write and display exhibition narratives for the viewer that provide useful details about each piece of art for the audience.
I can develop a visual plan (written description, sketch, digital mock-up) for displaying works of art in a specific venue. Working with others, I can present an exhibition of selected theme-based artwork for display that takes into consideration key factors (exhibit space, needs of the viewer, layout of the exhibit, purpose of exhibit, central themes). I can write and creatively display exhibition narratives that provide important details about each piece of art for the audience. I can prepare a written...
I can evaluate, select, and apply purposeful and creative methods to display artwork in a specific place that takes into consideration key factors (venue aesthetics and layout, content of the display, the intended audience, purpose, themes, use of technology).
I can write and creatively display engaging exhibition narratives that provide important details about each piece of art for the audience, and that are written, formatted, and displayed in a way that gives the audience a strong sense of coherence and connection among the art pieces.
2
I can prepare a written comparative analysis of our...
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
use artistic techniques to present artwork effectively? (cont'd)
...I can prepare a written summary that describes key elements of our display and explains each step in our process.
...analysis of our display that describes and explains key elements of our exhibit, gives a clear rationale for the way the exhibition is presented and how it connects to our purpose, goals, and themes, and that makes specific references to the artistic techniques we have used.
...exhibit that compares and contrasts my exhibit with another exhibit.
3
My comparative analysis includes a description of key elements of each exhibit, evaluates presentation choices, techniques, and formats, and provides an evidence-based conclusion for the key similarities and differences between the exhibits considering overall user experience.
Office of New School Models, School District of Philadelphia. Developed in collaboration with Building 21 (www.b-21.org). v141120. Source information at: www.competencytoolkit.org
How well can I
convey meaning through presentation of artistic work? VA.2.3 (NCAS VA:Pr)
I can compare and contrast my experiences of viewing art collections and/or exhibits in two different venues (online or at a physical location). I can document specific details from my experience, and use those details to support my comparison of each exhibit.
Using details from an exhibit I have experienced (virtually or in person), I can explain how museums or art venues reflect historical events, ideas, or themes and the values of a community.
Using specific examples from two or more exhibits (virtual or physical), I can analyze why and/or how an art collection may influence ideas, beliefs, and experiences. I can write a specific thesis statement that is supported by two more claims or central messages. I can use two or three pieces of relevant supporting evidence to back up each claim or central message.
Using specific examples from two or more exhibits, I can analyze why and/or how an art collection may influence ideas, beliefs, and experiences. I can write a thesis statement that knowledgeably and precisely introduces my claim(s) and logically connects my claim(s) in the order they will be discussed.
Using evidence from trusted sources, I can analyze and explain (written or as a presentation) the connections between artists/artwork and a social, cultural, and/or political context or event.
I can write a thesis statement that knowledgeably and precisely introduces my claim(s) and logically connects my claim(s) in the order they will be discussed.
I use effective transition statements that provide a sense of logical flow and help connect each of my ideas.
I can develop each of my claims using three or more pieces of supporting evidence, and I can provide a strong conclusion that restates
I can develop each of my claims using specific details and two or more pieces of supporting evidence, and provide a strong conclusion that restates my thesis and supporting ideas in an engaging way. I can provide a written reflective summary that
my thesis and supporting ideas in an engaging way, while connecting my analysis to a larger theme, essential question, or area for further investigation.
4
explains how my own personal awareness of specific social, cultural, or political beliefs, understandings or issues has been impacted by a specific art collection.
I can cite my sources properly, and use technology to share my work.
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VA.3 EVALUATING VISUAL ART
Level 6 I can explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued by an audience.
Level 7
I can understand and evaluate how the arts convey meaning.
How well can I analyze visual artwork and its
impact on audiences? VA.3.1 (NCAS VA:Re,Cn)
I can analyze how the images in an art display influence a specific audience in one way, and a different audience in another way.
After examining artwork from two or more different cultures, I can identify and explain how the artwork conveys information about the way people live and what they value in that particular culture. With guidance, I can identify specific elements of the artwork that are unique to the culture or historical context.
Level 8 I can explain how an artist’s aesthetic choices are influenced by her culture and environment. I can compare and contrast different artworks from different times in history in which viewers encounter images that influence their ideas, emotions, and actions.
I can explain how an artist’s aesthetic choices are influenced by her culture and environment, and directly impact the visual image that the artist conveys to others.
Level 10
When examining different artworks, I can identify and describe personal aesthetic and empathetic responses to the natural world and constructed environments, and I can explain how an artist’s aesthetic choices are influenced by her culture and environment.
Level 12
I can compare and contrast historical times in which viewers encounter artwork and/or images that influence their ideas, emotions, and actions, and I can analyze how one’s perception and understanding of human experiences is affected by experiencing art and/or visual imagery.
I can compare and contrast historical times in which viewers encounter artwork and/or images that influence their ideas, emotions, and actions, and I can analyze how one’s perception and understanding of human experiences is affected by experiencing art and/or visual imagery.
Using specific examples from both historical and
1
contemporary artwork, I can evaluate the effectiveness of art and/or visual imagery in influencing ideas, feelings, and behaviors of specific audiences for specific purposes.
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How well can I I can provide a two or interpret three paragraph meaning and summary of my intent in artistic interpretation of the work? VA.3.2 (NCAS main purpose and key VA:Re,Cn) message(s) behind the art, using details from the art piece - including subject matter, and characteristics of its form and structure. I can provide a one-page summary of my interpretation of the main purpose and key message(s) behind an art piece, using details about its subject matter, form, and structure, as well as specific information about the time and place the art was created, in order to justify my answer.
I can provide a two or three page summary of my interpretation of an art piece by analyzing the subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information about the artwork. In my analysis, I can use details to explain how these specific factors directly contribute to helping the audience understand the key messages or ideas behind the work, as well as the mood that the artist intended to convey through the artwork.
I can provide a three-tofive page summary of my interpretation of an art collection by analyzing the subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information about the artworks. In my analysis, I can use details to explain how these specific factors directly contribute to helping the audience understand the key messages or ideas behind the work, as well as the mood that the artist intended to convey through the artwork. I can include relevant and insightful details about the time, place, and historical context (political, economic, social, cultural) of the artwork as supporting evidence for my interpretation of the artwork and its purpose.
I can provide a five-or-more page summary of my interpretation of an art collection by analyzing the subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information about the artwork(s).
In my analysis, I can use details to explain how these specific factors directly contribute to helping the audience understand the key messages or ideas behind the work, as well as the mood that the artist intended to convey through the artwork.
I can include relevant and insightful details about the time, place, and historical
context (political, economic, social, cultural) of the artwork as supporting evidence for my interpretation of the artwork and its purpose.
2
In my analysis of the artwork, I can provide a compelling rationale for the specific…
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How well can I
interpret meaning and intent in artistic work? (cont'd)
How well can I
create, apply, and evaluate criteria used to critique artwork? VA.3.3 (NCAS VA:Re,Cn)
With guidance, I can develop and apply a set of personal criteria to evaluate a work of art.
I can develop and apply a set of personal criteria to evaluate a work of art. I can compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
I can explain the source of the criteria I have used.
In my argument, I can use relevant details to support my claims.
I can write a logical argument to support my evaluation of an artwork, based on established criteria.
I can apply a set of established criteria to evaluate a piece of artwork.
I can justify the set of criteria I have used and explain why they are valid.
In my argument, I can use relevant details to support my claims.
I can write a logical argument to support my evaluation of an artwork, based on the criteria I have created.
I can establish relevant criteria in order to evaluate a work of art or collection of works.
...types of contextual information I have used as supporting evidence for my interpretation, and I can use evidence to explain why they are the most useful types of contextual information in the process of constructing interpretations of an any artwork or collection of work.
I can identify and evaluate the criteria used by others to evaluate a work of art or collection of works, and determine the degree to which the criteria used are relevant and valid.
I can write a convincing and logical argument to support my own evaluation of the same artwork, based on the criteria I have created, and I can explain how and why my criteria differ - or do not differ -from those of others.
3
In my argument, I can use relevant details to support my claims and address counterclaims, while also addressing such issues as subjectivity and individual preference in the evaluation of art...
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How well can I
create, apply, and evaluate criteria used to critique artwork? (cont'd) How well can I relate artistic ideas and works
(NCAS VA:Re,Cn)
with societal, cultural and historical contexts? VA.3.4
I can write a two or three paragraph analysis about how an artwork or art collection reflects a specific time or culture in history, using details from the artwork to justify my explanation.
I can write a one or two page analysis about how an artwork or art collection reflects a specific time, tradition, or culture, using specific and relevant details from the artwork to justify my explanation.
In my analysis, I can hypothesize about the specific role that the artwork played in its time and culture (represent an idea, group, or viewpoint; address a social issue) using contextual details about the artwork to justify my ideas.
I can write a two or three page analysis about how an artwork or art collection reflects a specific time, tradition, or culture, using specific and relevant details from the artwork to justify my explanation.
In my analysis, I can evaluate how the artwork or collection is used to represent, reinforce, and/or reflect a specific group identity or worldview, using multiple contextual details about the artwork (time, place, politics, social issues, culture) to provide an evidence-based justification for my claim(s).
I can write a three-to-five page analysis about how an artwork or art collection reflects a specific time, tradition, or culture, using multiple pieces of supporting evidence to justify my explanation.
...I can justify the set of criteria I have used, using a strong rationale to explain why they are relevant and valid.
I can write a five or more page analysis that compares the uses of art in a variety of societal, cultural, and historical contexts, and its uses in contemporary and local contexts.
In my analysis, I can evaluate how the artwork reflects its specific context (time, place, tradition, culture, politics, social issues) and represents, establishes, reinforces, and/or reflects a specific group identity, worldview, or cause.
4
I can use multiple specific, relevant, and insightful details about the artwork, its production, subject matter, form, structure, and context to support my claim(s).
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Skills Overview
My ! ! ! ! ! MA.1!Create Media Artwork ! !! ! ! ! ! ! ! ! ! ! ! ! MA.3!Evaluate Media Artwork ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !
Media Art competencies
Generate ideas for media artwork
MA.2 Present Media Artwork
!
1.1!
Organize and develop a project plan
1.2!
Evaluate and improve the presentation
Understand and use production processes effectively
1.3!
Refine and improve media artwork
1.4!
Understand and evaluate the responsibilities and opportunities of media arts production
Apply criteria to evaluate media artworks
1.5
3.1!
Interpret the purpose and meaning of media artworks
3.2!
Analyze the impact of media artwork on diverse audiences
3.3!
Show the relationships between media artwork and the world
3.4
More at: www.tinyurl.com/myindiestudio
Present media artwork in different contexts 2.2
2.1!
MA.1 CREATING MEDIA ARTWORK
I can use my knowledge, experiences, interests, and/or research to inform my media art idea and help me develop it further.
I can come up with a specific media art project idea and goal.
Level 7
I can conceive and develop new media artwork ideas and concepts. Level 6 How well can I I can come up with a generate ideas specific media art for media artworks? project idea.
MA.1.1 (NCAS MA.Cr.1.1, Cn.10.1a)
I can use my experiences and interests to inform my idea and my creation process. I can use a specific creative process (e.g. sketching, improvising, brainstorming) to help me develop my idea and share it with others.
I can choose a specific set of inventive processes (e.g. concept modeling, prototyping) to help me develop my idea and share it with others.
Level 8 I can come up with an original media artwork concept to pursue, as well as two or more goals for the project. I can use details to explain how cultural and societal knowledge, research, and exemplary works have informed my creation process, and I can cite references. I can select focused creative processes (e.g. modeling, experimenting, prototyping, divergent thinking) to help me develop and refine the concept, and share it with others.
Level 10
Level 12
I can create specific and innovative media artwork concepts, goals, and criteria for an original media artwork.
I can use compelling language, details, and examples to communicate how I have synthesized internal and external resources to enhance the creation of a persuasive media artwork (e.g. cultural connections, introspection, research, causes or problems I am passionate about, and exemplary works).
I can generate an original media artwork concept to pursue, as well as specific goals and criteria for the project.
I can cite my references.
I can cite references properly.
I can use details to explain how I have integrated personal and external resources to inform the creation of my artwork (e.g. personal interests, questions about the world, research, exemplary works, cultural experiences).
I can select focused creative processes...
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generate ideas
How well can I for media artworks? (cont'd)
How well can I
for creating media
organize & develop plans artworks? MA.1.2 (NCAS MA.Cr.2.1)
I can receive and use feedback from my educator to improve my plan.
I can create a step-bystep plan for my media art task that explains my media art idea and describes the production processes and methods I will use. My plan discusses my goals, describes the resources I have available, and explains how I will use them.
I can create a step-bystep plan for my media art task that explains my proposed media art idea and describes the production processes and methods I will use.
I can receive and use feedback to improve my plan and make sure the plan will help me reach my goal.
I can provide a wellorganized plan for my task that explains the media art concept(s) I will pursue, and describes my proposed production processes and methods. My plan discusses in detail my goal(s), the resources I will use and how I will use them, and the setting for how I will share and present my artwork. I can receive and integrate feedback to strengthen my plan, and I can critique my...
My plan discusses in detail my goal(s), sources of inspiration, the resources I will use and how I will use them, and the setting for how I will share and present my artwork.
I can provide a wellorganized plan for my task that explains the media art concept(s) I will pursue, describes my proposed production process and methods, and explains the criteria I will use to critique my own process and product.
...(e.g. modeling, experimenting, prototyping, divergent thinking) to help me develop and refine the concept, and share it with others.
I can provide a wellorganized plan for my task that explains the media art concept(s) I will pursue, describes my proposed production process and methods, and explains the criteria I will use to critique my own process and product.
...I can choose appropriate generative methods to formulate multiple ideas, refine artistic goals, and increase the originality of my approach(es) to media arts creation.
My plan includes a prototype of my media art concept.
My plan discusses in detail my goal(s) and purpose for the work; my sources of inspiration; resources available and the creative approaches I will use to address resource constraints; my planned production strategies; and the presentation context and strategies I envision ...
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How well can I
organize & develop plans for creating media artworks? (cont'd)
How well can I Working with others, I engage in can use two different production types of content forms processes to (e.g. media, narrative, create meaningful & performance) for my high quality work? media artwork. MA.1.3 (NCAS MA.Pr.4.1, 5.1)
The content of my media artwork shows evidence of one or more basic art principles (e.g. point of view, perspective). I can use basic tools and techniques to produce my media artwork. I can fulfill an assigned role to support the media production process.
I can use two or more different types of content forms that connect to the central idea or goal of my artwork. The content of my media artwork, and the way I put my content together, show evidence of two or more basic art principles (e.g. point of view, perspective, narrative structures, composition). I can use basic tools and techniques with flexibility. I can show collaboration skills during the production process.
... own plan while going through a revision process.
I can use multiple content types and/or forms that connect to the central theme, idea, or goal of the artwork. I can use specific production processes and stylistic conventions with purpose, integrating my content to form a unified media art production that demonstrates my understanding of key art principles (e.g. narrative structures, composition, theme, unity). I can show adaptability using tools, techniques, and content in standard and...
...I can integrate feedback from multiple sources to refine my media art concept, production plan, and prototype.
I can purposefully integrate multiple different arts, media arts forms, and content into unified media arts productions, considering the reaction and interaction of the audience (e.g. experiential design). I can consolidate production processes to demonstrate deliberate choices in the way I organize and integrate content and stylistic conventions in my media arts productions, demonstrating my understanding of key art principles (e.g. theme, unity, emphasis, tone). I can demonstrate...
...for how I will share my work with my target audience(s).
My plan includes a prototype of my media art concept.
I can integrate feedback from multiple sources to refine my media art concept, plan, and prototype.
I can purposefully integrate three or more various arts, media arts forms, and academic content into unified media arts productions that retain thematic integrity and stylistic continuity (e.g. transmedia productions).
I can consolidate and use production processes to demonstrate deliberate choices in how I organize and integrate content and stylistic conventions in media arts production, demonstrating understanding of key art principles (e.g. emphasis, tone)...
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How well can I engage in
production processes to create meaningful & high quality work? (cont'd)
...experimental ways (e.g. divergent solutions, bending convention). I can show problemsolving and collaboration skills during my production process.
...adaptability and innovation in the way I use and combine tools, techniques, and content (e.g. constraint testing, exploratory processes).
I can demonstrate problem-solving and collaboration, as well as artistic and technical skills during my production process.
..continuity, juxtaposition).
I can demonstrate skillful adaptation, innovation, and/or creative risk-taking in the way I use and combine tools, styles, techniques, and interactivity to achieve expressive goals of the artwork (e.g. design thinking).
I can demonstrate effective command of artistic, design, technical, and soft skills in managing my media artwork production.
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How effectively can With guidance, I can I refine & come up with a way to improve my change or improve one media artwork? or more of the elements MA.1.4 and/or components of my media artwork. I can come up with a way to change or improve one or more of the elements and/or components of my media artwork to help achieve a specific effect on the audience. I can include one or more expressive elements to help create an emotional effect on the audience.
I can refine and modify my media artwork by improving the technical quality of the project. I can accentuate selected expressive and stylistic elements to reflect an understanding of purpose, audience, and place.
I can refine and modify media artworks by honing aesthetic quality. I can purposefully accentuate stylistic elements to reflect an understanding of personal goals and preferences. I can show how I have used lessons from mistakes to improve my processes and final products.
I can refine and elaborate aesthetic elements and technical components of my media artwork.
I can purposefully form impactful expressions in media artworks for specific purposes, intentions, audiences and/or contexts.
I can demonstrative positive and responsive use of failure to improve my processes and productions.
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How well do I understand the
responsibilities
(MA.Cn.11.1.b)
that come with media arts production? MA.1.5 I can explain the importance of following fair use and copyright laws and regulations.
I can use media arts tools and equipment safely and respectfully. I can explain the ethical issues surrounding fair use, copyright, and social media.
I can use media arts tools and equipment safely and respectfully. I can summarize the legal considerations of media arts production, including copyright, ethics, media literacy, and social media.
I can use media arts tools and equipment safely and respectfully.
I can show evidence in my work that I have taken these factors into consideration to produce responsible art.
I can analyze and explain the legal considerations of media arts, including copyright, ethics, media literacy, social media, virtual worlds, and digital identity.
I can use media arts tools and equipment safely and respectfully.
I can critically investigate and use details to explain the legal, systemic, and/or vocational contexts of media arts, considering ethics, media literacy, digital identity, and artist-and-audience interactivity.
I can use media arts tools and equipment safely and respectfully.
I can show evidence in my work that I have taken these factors into consideration to produce responsible art.
I can show evidence in my work that I have taken these factors into consideration to produce responsible art.
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MA.2 PRESENTING MEDIA ARTWORK
I can analyze three different presentation formats and describe their advantages and disadvantages.
Level 7
I can analyze two different presentation formats and describe their advantages and disadvantages. With guidance, I can follow steps provided by my educator for the presentation and/or distribution of a media artwork.
Level 6
I can present media artwork.
media
How effectively can I present
artwork in different contexts? MA.2.1 (NCAS MA.Pr.6.1.a) With guidance, I can follow steps provided by my educator for the presentation and/or distribution of a media artwork.
Level 8 I can design the presentation and distribution of a media artwork. I can explain how the format and/or context I have chosen for presentation and distribution connects to my purpose.
Level 10 I can design the presentation and distribution of a collection of media artworks. I can choose two or more different formats and/or contexts for presentation and distribution and explain how they connect to my purpose or goals.
Level 12
I can curate and design the presentation and distribution of one or more collections of media artworks through a variety of contexts, such as mass audiences, and physical and virtual channels.
I can explain the connections between the different formats and contexts I have chosen and my purpose or goals for the artwork.
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1
How well can I
evaluate and improve my presentation? MA.2.2 (NCAS MA.Pr.6.1.b) I can use the data as feedback to make specific improvements to my presentation.
With guidance, I can gather user data on the impact that my media art presentation had on the audience. I can use the data as feedback to make specific improvements to my presentation.
Working with others, I can gather user data on the impact that my media art presentation had on the audience.
I can reflect on how the feedback can help me grow and develop as an artist.
I can use the data as feedback to make specific improvements to my presentation.
I can create and implement a plan to collect and analyze user data to understand the impact that my media art presentation had on the audience.
I can analyze the data systematically and use it to guide specific improvements to my presentation and/or distribution methods.
I can create and implement a plan to collect and analyze user data to understand the impact that my media art presentation had on the audience.
I can analyze the data systematically, provide a summary of my findings, and explain how I will use the insights from the data to guide specific improvements to my presentation and/or distribution methods.
I can create and implement a plan to collect and analyze user data to understand the impact that my media art presentation had on the audience.
I can reflect on how the feedback can help me grow and develop as an artist, and improve the user experience.
I can reflect on how the feedback can help me grow and develop as an artist, and improve the user experience or social impact.
I can use the feedback as a prompt for reflecting on personal, local, and social impacts.
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MA.3 EVALUATING MEDIA ARTWORK
Level 6 With guidance, I can use criteria to evaluate a media artwork. I can provide a summary of my evaluation.
When given a set of criteria, I can analyze the intent behind a media artwork.
Level 7
Working with others, I can use a set of criteria to analyze the intent and meaning of a media artwork.
I can provide a summary of my evaluation and include specific feedback for how the media artwork could be improved.
I can use criteria to evaluate a media artwork and the production processes used.
I can evaluate how media arts convey meaning.
How well can I
evaluate & critique media artworks to improve them? MA.3.1 (NCAS MA.Re.9.1)
interpret the
How well can I
purpose and meaning of media artworks? MA.3.2 (NCAS MA.Re.8.1)
Level 8 I can develop and use criteria to evaluate a media artwork and the production processes used. I can provide a summary of my evaluation and include specific feedback for how the media artwork could be improved. My evaluation takes into consideration specific details about the context or background of the media artwork.
I can analyze the intent and meanings of one or more media artworks, focusing on intentions, forms, and various contexts.
I can provide a summary of my evaluation and include constructive, evidence-based feedback for how the media artwork could be improved and why.
I can identify and use established criteria to evaluate a media artwork and the production processes used in specific stages of its production cycle.
Level 10
I can identify and use established criteria to constructively and systematically evaluate a collection of media artworks and their production processes.
Level 12
I can analyze the intent, meanings, and influence of one or more media artworks, based on personal, societal, historical, and cultural contexts.
1
I can provide a detailed and compelling critique that explains my evaluation and offers constructive, evidencebased feedback for how the media artwork could be improved and why, taking into consideration context and artistic goals. My evaluation takes into consideration the context and goals of the media artwork. I can analyze the intent, meanings, and reception of one or more media artworks, focusing on personal and cultural contexts.
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analyze the
How well can I
impact of media artwork on diverse audiences? MA.3.3 (NCAS MA.Re.7.1.a,b)
How well can I
show connections between media artwork & the world? MA.3.4 (NCAS MA.Cn.11.1.a)
I can identify and explain how different components of a media artwork help to convey a specific message or meaning.
I can use examples from my life to explain how media artworks and ideas relate to personal life.
I can identify and explain how different components of a media artwork help to convey a specific message or meaning. I can compare and contrast the qualities of the different components of a media artwork.
I can use examples from my life to explain how media artworks and ideas relate to personal life and/or social, community, and cultural situations (e.g. personal identity, history, entertainment).
I can compare and contrast the qualities of the different components of a media artwork. I can analyze the relationships between the components of a media artwork. I can analyze how various forms, methods, and/or styles in media artworks manage audience experience.
I can generate and analyze different examples that demonstrate how media artworks and ideas relate to various contexts, purposes, and values (e.g. democracy, environment, connecting people and places).
I can analyze the qualities of the different components of a media artwork, and relationships between the components, style, and preferences communicated by a media artwork and its artist. I can analyze how a variety of media artworks manage audience experience and create intention through multimodal perception.
I can carry out an investigate to understand and explain how media artworks and ideas relate to various contexts, purposes, and values (e.g. social trends, power, equality, personal/cultural identity). I can generate and analyze specific examples to illustrate my findings.
I can analyze and provide a synthesis of the qualities of, and relationships between, the different components from a selection of different media artworks.
I can analyze how the media artworks manage audience experience, and create a sense of purpose and persuasion through multimodal perception.
2
I can carry out an investigate to understand and demonstrate the relationships of media arts ideas and works to various contexts, purposes, and values (e.g. markets, systems, propaganda, notions of truth).
I can present my analysis and illustrate my findings in a way that connects my research to one or more broader themes.
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