Student Expectation #1
Read, Write and Communicate Effectively
Reading Rubric
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.

Level #4: Advanced
Works independently with
minimal teacher direction and
input

Ideal command of vocabulary
in reference to the following:
*decoding
*utilization
* comprehension

Exemplary understanding of
concrete and abstract ideas that
enable the student to make
connection to prior knowledge
and/or make predictions based
on information

Ability to critically evaluate an
author’s purpose, theme and
technique exceeds
expectations

Level #3: Proficient
Works with limited and/or
some teacher direction and
input

Appropriate command of
vocabulary in reference to
the following:
*decoding
*utilization
* comprehension

Consistent understanding
of concrete and abstract
ideas that enable the
student to use previously
learned information in a
meaningful way

Level #2: Needs Improvement
Works with considerable
teacher direction and input

Level #1:Deficient
Works with constant
teacher direction and input

Developing command of
vocabulary in reference to
the following:
*decoding
*utilization
* comprehension

Minimal command of
vocabulary in reference to
the following:
*decoding
*utilization
* comprehension

Inconsistent understanding
of concrete and abstract
ideas that enables the
students to organize learned
material, rephrase it, or
describe it in his/her own
words

Limited understanding of
concrete and abstract ideas,
based primarily upon the
stated facts and concepts

Fails to critically evaluate
an author’s purpose, theme
and techniques

Ability to evaluate
critically an author’s
purpose, theme and
techniques meets
expectations

Ability to evaluate critically
an author’s purpose, theme
and techniques is
approaching expectations
The following are defined as:
Decoding – determine meanings through context clues (definition/statement clues, restatement/synonym clues, contrast/antonym clues, inference clues)
Utilization- correct oral and written application of vocabulary
Comprehension- understanding the nature of words
1
Student Expectation #1
Read, Write and Communicate Effectively
Writing Rubric
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
 Works independently with
minimal teacher direction and
input
Level #3: Proficient
 Works with limited and/or
some teacher direction and
input

Ability to logically organize
compositions with clear, well
developed ideas and
supporting details is
extraordinary. (concise thesis

Ability to organize
compositions with clear
ideas and supporting
details is appropriate.
supported by fresh or engaging
details)

Ability to maintain the
reader’s interest with
sentence variety, rich
vocabulary, and control of
writing conventions meets
expectations


Ability to maintain the
reader’s interest with sentence
variety; rich, natural, yet
succinct vocabulary; and
control of writing conventions
exceeds expectations
Writing shows exemplary
ability to use previous learning
to create original compositions
that reflect a synthesis of
information

Writing shows the ability
to use previous learning to
create original
compositions that reflect a
synthesis of information
2
Level #2: Needs Improvement
 Works with considerable
teacher direction and input
Level #1: Deficient
 Works with constant
teacher direction and input

Ability to organize
compositions with clear
ideas and supporting details
is inconsistent.

Ability to organize
compositions with clear
ideas and supporting details
is limited.

Ability to maintain the
reader’s interest with
sentence variety, rich
vocabulary, and control of
writing conventions is
approaching expectations

Ability to maintain the
reader’s interest with
sentence variety, rich
vocabulary, and control of
writing conventions fails to
meet expectations

Writing shows a basic
comprehension of
information through the
ability to rephrase or
describe in his/her own
words

Writing shows recognition
and recall of basic concepts
and information
Student Expectation #1
Read, Write and Communicate Effectively
Communication Rubric
(For the purpose of the rubric, communication refers to the delivery of information)
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
 Works independently with
minimal teacher direction and
input
Level #3: Proficient

Works with limited and/or
some teacher direction and
input
Level #2: Needs Improvement
 Works with considerable
teacher direction and input
Level #1: Deficient
 Works with constant teacher
direction and input

Clarity of communication and
awareness of purpose exceed
expectations

Clarity of communication
and awareness of purpose
meet expectations

Clarity of communication
and awareness of purpose
are approaching
expectations

Clarity of communication
and awareness of purpose fail
to meet expectations


Exemplary organization,
transitions and relevant
examples
Consistently well-organized
with transitions and relevant
examples

Inconsistent organization,
transitions and relevant
examples

Minimal organization,
transitions and relevant
examples

Always listens and solicits the
ideas of others

Nearly always listens and
solicits the ideas of others

Listens and solicits the
ideas of others most of the
time

Occasionally listens and
solicits the ideas of others

Advanced usage of media
tools

Successful usage of media
tools

Rare usage of media tools

Satisfactory usage of
media tools
*Media tools may include the following: blogs, wikis, emails, infinite campus, and other appropriate web based and software programs.
3
Student Expectation #2
Use Technologies Effectively
Computers and Technology Rubric
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
 Works independently with
minimal teacher direction and
input
Level #3: Proficient

Works with limited and/or
some teacher direction and
input

Uses technological resources
in solving problems and tasks
independently or cooperatively
with minimal teacher direction
and input

Uses technological
resources in solving
problems and tasks
independently or
cooperatively with limited
teacher direction and input

Commendable level of
creativity when integrating
technology across the
curriculum

Ample creativity when
integrating technology
across the curriculum

Appropriate use of
technology to enhance and
support communication



Exemplary use of technology
to enhance and support
communication
Ideal understanding of and
adherence to the ethical and
legal issues involved in the use
of technology
Ability to critically evaluate
digital sources exceeds
expectations


Level #2: Needs Improvement
 Works with considerable
teacher direction and input
Level #1: Deficient
 Works with constant
teacher direction and input

Uses technological
resources in solving
problems and tasks
independently or
cooperatively with
considerable teacher
direction and input

Uses technological
resources in solving
problems and tasks
independently or
cooperatively with constant
teacher direction and input

Creativity when integrating
technology across the
curriculum is suitable

Creativity when integrating
technology across the
curriculum is nominal

Inconsistent use of
technology to enhance and
support communication

Fails to use technology to
enhance and support
communication


Satisfactory understanding
of and adherence to the
ethical and legal issues
involved in the use of
technology
Limited understanding of
and adherence to the ethical
and legal issues involved in
the use of technology


Ability to critically
evaluate digital sources is
approaching expectations
Fails to critically evaluate
digital sources
Considerable understanding
of and adherence to the
ethical and legal issues
involved in the use of
technology
Ability to critically evaluate
digital sources meets
expectations
4
Student Expectation #3
Apply Critical Thinking Skills
Identify – to ascertain the origin, nature, or characteristics of; synonyms: diagnose, distinguish, pinpoint, place and recognize
Define – to make distinct, clear, or detailed in outline; synonyms: prescribe and assign
Analyze – to study or determine the nature or relationship of the parts by analysis; synonyms: breakdown, dissect
Solve – to find an answer or solution for; synonyms: resolve or work out
Students reach designated levels of mastery by demonstrating one or more of the specified criteria
Level #4 Advanced
 Works independently with
minimal teacher direction and
input
Level #3 Proficient
 Works with limited and/or some
teacher direction and input
Level #2 Needs Improvement
 Works with considerable teacher
direction and input
Level #1 Deficient
 Works with constant teacher
direction and input


Reaches application level of
mastery:
*applying learning from one
area to a similar but novel
situation
* using previously learned
information to solve a
problem

Reaches comprehension level of
mastery:
* having a basic
understanding of facts,
ideas and meaning
*organizing material,
rephrasing and describing
it in his/her own words

Reaches basic knowledge level of
mastery:
*memory, recall or
recognition of basic
concepts and
information

Appropriate ability to identify,
define, analyze and solve
problems

Satisfactory skill in identifying,
defining, analyzing and solving
problems

Marginal ability to identify,
define, analyze and solve
problems

Shows ability to recognize
reasons, causes, and/or motives
to support solutions and
conclusions

Shows ability to acquire a basic
understanding of the facts and
ideas surrounding a problem and
to bring about a solution

Shows ability to memorize, recall
or recognize basic concepts in
problem solving with limited
ability to apply these principles


Reaches synthesis level of
mastery:
*Combining parts, ideas or
related information to
create a whole
*producing original
communications
* making predictions based
on several bits of
information
*solving problems using
several sources
*taking parts of information
to create a new whole
*make relevant
interdisciplinary connections
Exemplary ability to identify,
define, analyze and solve
problems
Displays ability to judge the
merits of a solution
5
Student Expectation #4
Explore and Express Ideas Creatively
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
 Works independently with
minimal teacher direction
and input
Level #3: Proficient

Works with limited and/or
some teacher direction and
input
Level #2: Needs Improvement
 Works with considerable
teacher direction and
input

Exemplary use of reflective
thinking when engaged in the
creative process

Appropriate use of reflective
thinking when engaged in the
creative process


Explores or contributes ideas
and expands on original
ideas in an innovative way

Attempts to explores or
contribute ideas and expands
on original ideas in an
innovative way



Creation, composition and
synthesis in a given medium
is commendable
Effective skill in the
manipulation of media and
technologies
Commendable ability to
express themes through the
chosen medium



Inconsistent use of
reflective thinking when
engaged in the creative
process
Limited use of reflective
thinking when engaged in the
creative process

Somewhat explores or
contributes ideas and
expands on original ideas
Fails to explore or contribute
ideas and expand on original
ideas

Creation, composition and
synthesis in a given
medium is suitable
Creation, composition and
synthesis in a given medium
is nominal

Basic skill in the
manipulation of media and
technologies

Nominal ability to express
themes through the chosen
medium
Creation, composition and
synthesis in a given medium
is successful


Considerable skill in the
manipulation of media and
technologies

Adequate skill in the
manipulation of media
and technologies

Ample ability to express
themes through the chosen
medium

Suitable ability to express
themes through the
chosen medium
6
Level #1: Deficient
 Works with constant teacher
direction and input
Student Expectation #5
Participate in learning both individually and collaboratively
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
 Works independently with
minimal teacher direction and
input
Level #3: Proficient

Works with limited and/or
some teacher direction and
input
Level #2: Needs Improvement
 Works with considerable
teacher direction and input
Level #1: Deficient
 Works with constant
teacher direction and input

Commendable participation
during class in a manner that
relates to the discussion
specific to that lesson

Significant participation
during class in a manner
that relates to the discussion
specific to that lesson

Adequate participation
during class in a manner
that relates to the discussion
specific to that lesson

Limited participation
during class in a manner
that relates to the
discussion specific to that
lesson

Always listens and solicits the
ideas of others

Nearly always listens and
solicits the ideas of others

Listens and solicits the ideas
of others most of the time

Occasionally listens and
solicits the ideas of others
Ideal study habits and
achievement

Successful study habits and
achievement

Suitable study habits and
achievement

Nominal study habits and
achievement
Completed assignments go
beyond expectations

Completed assignments
meet expectations

Completed assignments are
generally correct

Completed assignments
show basic knowledge


7
Student Expectation #6
Demonstrate Personal, Social, and Civic Responsibility
Students reach designated levels of mastery by demonstrating one or more of the specified criteria.
Level #4: Advanced
Level #3: Proficient
Level #2: Needs Improvement
Level #1: Deficient

Extraordinary adherence to school
rules

Successful adherence to school
rules

Satisfactory adherence to school
rules

Limited adherence to school rules

Always exhibits positive character
traits (e.g. tolerance and respect for
others, trustworthiness, honesty,
integrity)

Nearly always exhibits positive
character traits (e.g. tolerance and
respect for others, kindness,
trustworthiness, honesty, integrity)

Exhibits positive character traits
(e.g. tolerance and respect for
others, trustworthiness, honesty,
integrity) most of the time

Occasionally exhibits positive
character traits (e.g. tolerance and
respect for others, trustworthiness,
honesty, integrity)

Always exhibits productive character
traits (e.g. cooperativeness, patience,
thoroughness, work ethic)

Nearly always exhibits productive
character traits (e.g.
cooperativeness, patience,
thoroughness , work ethic

Exhibits productive character traits
(e.g. cooperativeness, patience,
thoroughness, work ethic) most of
the time

Occasionally exhibits productive
character traits (e.g.
cooperativeness, patience,
thoroughness, work ethic).

Always adheres to classroom
deadlines

Nearly always adheres to classroom
deadlines

Adheres to classroom deadlines
most of the time

Occasionally adheres to classroom
deadlines

Commendable participation in school
and community activities

Substantial participation in school
and community activities

Adequate participation in school
and community activities

Limited participation in school and
community activities

Understands implications of global
issues with minimal teacher input

Understands implications of global
issues with limited/and or some
teacher input

Understands implications of global
issues with considerable teacher
input

Understands implications of global
issues with constant teacher input
8