Emerging
(Remember)
1
Capable
(Understand)
2
ENGLISH
E03. Reaction to
Text: Explore
responses to
literature to build
understanding of
self, society, and
the world.
Describe a personal
connection/reaction to
a text.
Use textual evidence
(e.g., details, theme) to
articulate personal
connections and
reactions to a text.
Explain how the text
builds reader’s
understanding of self
and others in
immediate societal
context and in the
larger world.
Analyze other plausible
reactions to a text or
range of texts using
individual or societal
connections and text
references.
Synthesize ideas,
themes, and issues
across texts to better
understand human
experiences and the
creation of human
societies.
MATHEMATICS
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
M04.
Mathematical
Representations:
Represent
mathematical
concepts and
relationships in
different forms in
order to solve
problems and
communicate
mathematical
ideas.
Identify
representations of
mathematical concepts
and relationships for
solving problems and
communicating
mathematical ideas.
Select representations
of mathematical
concepts and
relationships for
solving problems and
communicating
mathematical ideas.
Produce appropriate
representations of
mathematical concepts
and relationships for
solving problems and
communicating
mathematical ideas.
Compare
representations of
mathematical concepts
and relationships for
solving problems and
communicating
mathematical ideas.
Defend the use of
representations of
mathematical concepts
and relationships for
solving problems and
communicating
mathematical ideas.
Competencies
Diploma Plus National
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Bridging
(Apply)
3
Proficient
(Analyze)
4
Advanced
(Evaluate/Create)
5
Weigh the strengths
and weaknesses of
various representations
and judge which ones
provide more insight
into a given situation.
May 2011
An Introduction to Competencies and Common Core Standards: Page 1 of 7
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
SOCIAL STUDIES
Competencies
SS02. Change,
Cause, and Effect:
Understand
change, cause and
effect.
Emerging
(Remember)
1
Label the basic causes
and effects of an
historical era or event.
Capable
(Understand)
2
Explain and give
examples of the
connections between
events and larger
historical
developments.
Bridging
(Apply)
3
Establish trends in
connections between
events and future
historical events.
Report how change
affected the course of
certain historical
events.
Proficient
(Analyze)
4
Infer how individual
choices and/or
governmental policies
impact outcomes in
history.
Compare interaction(s)
between the causes
and effects in the same
historical timeframe.
Advanced
(Evaluate/Create)
5
Interpret the effects of
current trends by
analyzing historical
patterns.
Create and defend a
compelling argument
explaining outcomes of
events through
historical analysis.
SCIENCE
Assess or judge the
impact of political,
economic, and/or
social events in one
location has elsewhere.
S04. Scientific
Communication:
Demonstrate
effective scientific
communication.
Collect and record
information or data by
“filling in” a table,
graph, or other
prescribed format.
Identify or recite
appropriate scientific
vocabulary and
communication
conventions (e.g.,
units, notation).
Show procedure and
results.
Explain appropriate
elements of scientific
communication.
Use scientific
vocabulary, formats
(graphs, tables, etc.)
and conventions to
summarize and explain
scientific information.
Select appropriate
formats to
communicate scientific
information (graphs,
charts, equations, etc.).
Analyze and identify
implications of key
points and supporting
details.
Experiment using more
complex and accurate
vocabulary.
.
Diploma Plus National
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May 2011
An Introduction to Competencies and Common Core Standards: Page 2 of 7
Combine effective
methods and skills of
scientific
communication
(appropriate language,
conventions, displays
of data, etc.) to share
findings with and invite
feedback from a wide
audience.
Evaluate the strengths
and limitations of a
communication
strategy for particular
purposes and
audiences.
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
Capable
(Understand)
2
Bridging
(Apply)
3
Proficient
(Analyze)
4
Advanced
(Evaluate/Create)
5
HEALTH AND FITNESS
Emerging
(Remember)
1
HF01. Physical
Health: Recognize
decisions that all
individuals make
with respect to
their bodies in daily
living and identify
the relationships
among actions,
conduct, and
wellness.
Identify choices
presented to and
decisions made by
individuals with respect
to their bodies.
Explain how decisions
made (actions and
conduct) connect to
wellness.
Compare and contrast
the choices presented
(with respect to the
body) as they relate to
wellness.
Distinguish and analyze
the decisions and
choices individuals
make about daily living
in relationship to
actions and wellness.
Develop and carry out
choices to support
wellness.
WORLD LANGUAGES
Competencies
FL05.
Communities:
Recognize and locate
communities at home
and around the world
that speak the target
language.
Understand ways to
use the target language
within the school
setting to participate in
classroom and schoolwide language
community.
Apply the target
language beyond the
school setting in order
to participate in the
broader language
community.
Identify, compare and
contrast the variety of
ways to participate in
using the target
language within and
outside of the school
community
Demonstrate evidence
of becoming a life-long
learner by using the
language for personal
enjoyment and
enrichment.
Participate in
communities at
home and around
the world that
speak the target
language.
Diploma Plus National
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May 2011
An Introduction to Competencies and Common Core Standards: Page 3 of 7
Critique decisions that
effect physical health
and make
recommendations to
support wellness.
Recommend and take
part in methods to
participate in the
broader language
community.
Emerging
(Remember)
1
Capable
(Understand)
2
Bridging
(Apply)
3
Proficient
(Analyze)
4
Advanced
(Evaluate/Create)
5
LANGUAGE ACQUISITION
LA01. Interpretive
Communication:
Understand written
and spoken ideas
and information in
the English
language.
Recognize a variety of
familiar words,
phrases, idiomatic
expressions and
complete sentences in
different contexts.
Demonstrate an ability
to understand the
language to gain basic
information about
common events.
Distinguish between
materials that state
opinions and facts.
Interpret information,
opinions, and
preferences expressed
by peers and other
common sources.
Analyze ideas and
information contained
in written and spoken
language.
Create meaning from a
variety of written and
spoken sources.
VISUAL AND PERFORMING ARTS
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
VPA03.
Appreciation:
Analyze work to
reveal its critical
attributes.
List a work's critical
attributes.
Describe a particular
work and interpret the
work's critical
attributes.
Summarize the
construction of a work
to fully examine the
work's level of artistry
and craftsmanship.
Discuss the work in
relation to its culture,
time, or place and
summarize the
relationships between
the arts, history and
culture.
Apply knowledge of a
particular work and
utilize this knowledge
to show the work's
critical attributes.
Critically analyze the
work’s significant
attributes and
completely evaluate
the work's construction
in order to draw
conclusions about the
work's level of artistry
and craftsmanship.
Combine all knowledge
of a work to create a
detailed individual
appreciation of both
the work's critical
attributes and
construction.
Competencies
Diploma Plus National
www.diplomaplus.net
Label the construction
of a work to examine
its level of artistry and
craftsmanship.
Identify culture, time,
or place of the work
but does not recognize
the relationships
between the arts,
history, or culture.
Make use of the work's
construction to fully
examine the work's
level of artistry and
craftsmanship.
Show the historical and
contextual background
and connections of the
work.
Assess and defend the
work's historical and
contextual background
while drawing detailed
conclusions about the
artistic, historical, and
cultural connections.
May 2011
An Introduction to Competencies and Common Core Standards: Page 4 of 7
Compose creative
questioning techniques
to decipher
connections and
produce commentary
on a work's artistic,
historical, and cultural
conclusions and
connections.
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
TECHNOLOGY
Competencies
T02.
Communication
and Collaboration:
Use digital media
and environments
to communicate
and work
collaboratively,
including at a
distance, to
support individual
learning and
contribute to the
learning of others.
Diploma Plus National
www.diplomaplus.net
Emerging
(Remember)
1
Select appropriate
telecommunications
tools and online
resources for
collaborative projects.
Identify procedures for
safely and securely
using
telecommunications
tools.
Capable
(Understand)
2
Describe how digital
media and
environments can be
used to communicate
and work
collaboratively,
including at a distance.
Explain how forms of
technology can support
individual learning and
contribute to the
learning of others.
Bridging
(Apply)
3
Use
telecommunications
tools and online
collaborative
environments safely
and responsibly to
exchange data
collected and learn
curricular concepts.
Proficient
(Analyze)
4
Compare
characteristics, uses,
and safety of
telecommunications
tools and online
collaborative
environments.
Advanced
(Evaluate/Create)
5
Plan and implement
collaborative projects
using advanced
telecommunications
tools (e.g., groupware,
interactive Web sites,
simulations, joint data
collection,
videoconferencing) to
support curriculum
concepts or benefit the
local, regional, or
global community.
Recommend and justify
the use of
telecommunication
tools and online
collaborative
environments to meet
particular needs.
May 2011
An Introduction to Competencies and Common Core Standards: Page 5 of 7
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
CAREER AND TECHNICAL EDUCATION
Competencies
CTE03. Career
Planning and
Management:
Understand how to
make effective
decisions, use
career information,
and manage career
plans.
Diploma Plus National
www.diplomaplus.net
Emerging
(Remember)
1
Capable
(Understand)
2
Bridging
(Apply)
3
Proficient
(Analyze)
4
Advanced
(Evaluate/Create)
5
Identify how to make
effective decisions, list
career information,
and define career
plans.
Understand and
explain how to make
effective decisions, give
examples of career
information, and
summarize career
plans.
Demonstrate how to
make effective
decisions, interpret and
apply career
information, and
articulate career plans.
Categorize and
prioritize effective
decisions, compare and
contrast career
information and
analyze career plans.
Combine knowledge
and make effective
decisions, compose and
modify career
information, and
evaluate or create a
detailed personal
career plan.
May 2011
An Introduction to Competencies and Common Core Standards: Page 6 of 7
New School Orientation: Performance-Based System
Diploma Plus Competencies and Rubrics Samples
PERSONAL SKILLS
Competencies
P03. Problem
Solving and
Decision Making:
Demonstrate
problem solving
and decision
making
techniques.
Emerging
(Remember)
1
Identify problems and
list problem solving
approaches.
Recognize criteria for
evaluating
effectiveness of
solution or decision.
Capable
(Understand)
2
Summarize problems
and describe possible
solutions.
Illustrate criteria for
evaluating
effectiveness of
solution or decision.
Bridging
(Apply)
3
Proficient
(Analyze)
4
Utilize appropriate
tools determine the
type/cause of the
problem(s).
Distinguish
amongst/classify
various types of
problems.
Utilize appropriate
criteria to evaluate
effectiveness of
solutions/decisions.
Analyze problems and
compare and
apply alternative
solutions.
Choose appropriate
solution/decision.
Prioritize criteria for
evaluating
effectiveness of
solution or decision.
Analyze the outcomes
of solutions/decisions.
Advanced
(Evaluate/Create)
5
Anticipate, analyze,
and rearrange
problems; and
generate and
defend detailed and
sophisticated alternativ
e solutions.
Produce and
modify criteria for
evaluating
effectiveness of
solution or decision.
Anticipate, analyze,
and assess criteria for
evaluating
effectiveness of
solution or decision.
Construct personal
tools and approaches
to problem solving.
Diploma Plus National
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May 2011
An Introduction to Competencies and Common Core Standards: Page 7 of 7