Student applies/demonstrates reading skills by interpreting written instructions/project directions and constructing responses, using print and online materials as resources, completing worksheets, and seeking clarification about what they have read.
Student relies on writing skills to construct lab reports, posters, and presentation materials, take notes, and compose responses to essay questions.
Student uses computational skills appropriately and make logical choices when analyzing and differentiating among available procedures. Outside of math class, this includes creating/interpreting tables and graphs and organizing/displaying data.
Student follows procedures, experiment, infer, hypothesize (even as simple as "what if we do it this way"), and construct processes to complete a task (can occur outside of math/science classes).
Student creates innovative and novel ideas/solutions and display divergent thinking. This can be seen in oral presentations and creative writing assignments, open-ended tasks, and project design.
Student displays analytical and strategic thinking. This can be seen in debating an issue, converging on an understanding, assessing a problem, and questioning (playing devil's advocate).
Student differentiates between multiple approaches and assess options (could be linked to thinking critically).
Student assesses problems involving the use of available resources (personnel and materials) and reviews multiple strategies for resolving problems (could be linked to thinking creatively).
Student negotiates pros/cons of ideas, approaches, and solutions and analyzes options using "if-then" rationale.
Student plans steps, procedures, and/or approaches for addressing tasks. This occurs naturally in most assignments, ranging from solving one problem to completing a long-term project.
Student participates in cooperative groups or with a partner, contributes fairly to the task, and shows respect to others.
Student helps fellow students understand tasks, finds resources, and fulfills assigned roles (thinks of fellow students as customers).
Student participates as team leader or effective team member in project assignments and organizes work to meet project goals and team roles.
Student keeps team members on track, suggests alternatives, and discusses options (can be as much about agreement as conflict).
Student listens to and considers all team members' ideas, responds supportively to ideas given in class or in teams, and works well with all teammates.
Student actively participates in class, asks questions, volunteers answers, completes/submits assignments, and works well in groups.
Student adapts easily to different modes of instruction and different types of assignments.
Student commits to time-on-task during class and begins work without fanfare.
Student is cooperative and noticeably engaged.
Student treats work assignments with respect in that work is either original or credited correctly.
Student treats others and work assignments with respect. Considers all ideas and work is either original or credited correctly.
Student commits to time-on-task during class and begins work without fanfare. This is also evident during teamwork.
Student contributes positively to the class.
Student is active listener, seeking clarification and understanding when needed.
Student demonstrates time management when organizing and planning project activities with a team or when organizing and managing themselves and individual class assignments and homework. Time management is inherent in almost all assignments.
Student manages money in group projects requiring allocation of limited finances and resources (i.e. designing/marketing a toy, flipping a house, or planning a trip).
Student manages resources in projects requiring allocation of limited finances, resources (materials), and personnel.
Student gains experience managing personnel (i.e. each other) in group projects requiring allocation of limited finances, resources (materials), and role assignments. They also manage their own behavior and participation.
Student uses analytical strategies to determine the best medium for finding necessary information.
Student uses graphic organizer—outline, concept map, organization chart, tables, etc. to sort information/data.
Student uses classification and analytic skills to determine the necessary information (i.e., stay on target) to complete task.
Student assesses information to determine which is relevant (does not have to be a mathematical analysis).
Student summarizes information to compose written or oral presentations, posters, reports, slides, etc. This can also be as simple as explaining a problem in front of the class.
Student provides oral responses. Evidence ranges from impromptu short answers during a lesson to completing a formal oral presentation.
Student is noticeably engaged through notetaking, questioning, and responding.
Student uses/demonstrates reading skills by following written instructions/project directions, reviewing print and digital resources, completing worksheets, and asking questions about what they have read.
Student relies on writing skills to organize lab reports, posters, presentation materials and to take notes and reply to essay questions.
Student interprets verbal and nonverbal communication efforts of others.
Student understands their roles and assignments when collaborating as a team (system) and contributes to the organizational structure and function of the team.
Student devises methods to assess team (system) progress.
Student negotiates mid-course corrections, adaptations to team (system) tasks if necessary.
