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Diploma Plus CompetenciesScale Rubric

Type of Knowledge Emerging

1

Capable

2

Bridging

3

Proficient

4

Advanced

5

Declarative Knowledge

The student knows basic facts and details about the content.

The student makes connections between the facts and details and how they fit together.

The student independently applies knowledge to real-world contexts or to other content areas.

The student analyzes the connections, implications or influences of knowledge.

The student uses knowledge to make and defend decisions or solve problems and justify solutions.

Procedural Knowledge

The student knows the steps to the procedure.

The student demonstrates the steps of specified procedures.

The student independently chooses and performs an appropriate procedure in real-world contexts.

The student analyzes, critiques, and justifies the effectiveness of a chosen approach.

The student adapts procedures to new situations.

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A rubric is an explicit set of criteria used for assessing a particular type of work or performance and includes a scale of potential achievement for each criterion. The Diploma Plus Competency Rubrics are based on levels of Bloom’s Taxonomy to identify different levels of thinking about a concept or skill. These levels of thinking are also identified as Declarative or Procedural Knowledge. The Scale Rubric below shows how Declarative and Procedural Knowledge increases in rigor as identified by Bloom’s Taxonomy. Each of the Diploma Plus Competency Rubrics was developed by using Bloom’s Taxonomy as applied to both Declarative and Procedural Knowledge expectations.

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Diploma Plus Competencies

Diploma Plus ELA Competencies1

Competencies Emerging1

Capable2

Bridging3

Proficient4

Advanced5

E01. Develop Meaning: Apply a wide range of strategies to comprehend, summarize, interpret, evaluate, and appreciate texts.

Describe comprehension strategies.

Use teacher specified comprehension strategies.

Independently select and use appropriate comprehension strategies with a variety of texts.

Analyze the effectiveness of various comprehension strategies to choose the best one.

Develop variations or combinations of strategies to comprehend, summarize, interpret, evaluate, and appreciate texts.

1 The English Language Arts Competencies draw from multiple sources, including: Connecticut State Department of Education, 2006 Connecticut English Language Arts Curriculum Framework, February 2006, June 2006 <http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320866>. Massachusetts Department of Education, Massachusetts English Language Arts Curriculum Framework, June 2001, June 2005 <http://www.doe.mass.edu/frameworks/ela/0601.pdf>. National Center on Education and the Economy, New Standards English Language Arts Performance Standards, September 1999.National Council of Teachers of English, Standards for the English Language Arts, 1996, June 2005 <http://www.ncte.org/about/over/standards>.

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Capable2

Bridging3

Proficient4

Advanced5

E02. Bias/Author Voice:

Recognize that readers and writers are influenced by individual, social, cultural, political, and historical contexts.

Describe the difference between author’s opinion and fact.

Identify the author’s voice and bias (i.e., basic beliefs, perspectives, and assumptions behind an author’s work).

Differentiate between the author’s opinion, reader’s opinion, and fact.

Analyze how the author’s bias and voice influence the meaning of the text.

Analyze the impact of the application of different biases to a text.

Critique the influence of bias on the meaning and credibility of a text.

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 the 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.





Capable2

Bridging3

Proficient4

Advanced5

E04. Language Analysis:

Identify an author’s use of language and literary devices appropriate to purpose, audience, and task.

Identify examples of literal and figurative language/devices.

Explain how an author uses literal and figurative language/devices to appeal to the senses, create images, suggest mood, and develop meaning.

Employ literal and figurative language/devices to interpret how they suggest mood and develop meaning in portions of a text.

Analyze how an author’s choice of words, dialect, or literary devices shapes how a reader understands the whole text.

Compose alternative understandings of the text or other texts by creating different choices of language, dialect, or literary devices.

Critique the author’s choice of words, dialect, or literary devices as a tool to create meaningful text.

E05. Genre Analysis: Identify an author’s use of genre appropriate to audience and task.

Identify the main characteristics of different genres.

Use genre-appropriate terms to explain how the author presents his/her ideas.

Explain the characteristics of different genres.

Apply genre-appropriate terms in interpreting a text.

Contrast the use of genre characteristics between texts and authors, and interpret their impact on meaning.

Analyze how the choice of genre helps an author present his/her ideas for different purposes and audiences.

Analyze how various genres contribute to the development of meaning and the aesthetic quality of texts.

Evaluate the effectiveness of different genres to deliver similar ideas.

Synthesize similarities and differences of genre types in order to defend or criticize an author’s genre choice.

Compose alternative understandings of a text by creating texts using different genres.





Capable2

Bridging3

Proficient4

Advanced5

E06. Writing Process: Employ a wide range of writing strategies and processes to generate and edit written and oral communication.

Describe different types of writing: personal, critical, description, etc.

Recognize or recall the steps to writing strategies.

Demonstrates the steps of prescribed writing strategies and models.

Edit writing for specified grammar, language conventions, and organization.

Independently select writing strategies and models.

Use classroom-established writing criteria to assess and improve writing.

Independently select and assess the strengths of chosen writing strategies and models, through discussion of revisions with peer editors.

Write, revise and edit work independently, to produce work suitable for publication or presentation.

Design or experiment with new writing strategies and be able to evaluate rationale for choices.

Create criteria for assessing one’s own writing and use those criteria to produce and evaluate a written, oral, or visual piece.

E07. Idea Development: Discuss, support, and elaborate on ideas using specific and relevant evidence.

Identify main idea, focus, or thesis.

Identify examples of supporting evidence.

Use teacher provided template to write main idea, focus on thesis, and provide details or evidence

Independently develop consistent main idea, focus, or thesis, and support ideas with relevant, specific details and evidence.

Analyze the effectiveness of a main idea, focus, or thesis and the supporting details and evidence.

Design and experiment with a variety of ideas and supporting details, including a mix of logical, ethical, and emotional arguments.





Capable2

Bridging3

Proficient4

Advanced5

E08. Organization:

Communicate using direction, shape, and coherence.

Explain the importance of organizing writing.

Apply teacher-supplied models to organize writing (e.g., web and sandwich charts, worksheets for organizing drafts).

Experiment with a variety of types of writing, using teacher-created guides.

Independently employ standard forms of organization (e.g. 5-paragraph essay) to form a cohesive text.

Make logical and coherent transitions between ideas and paragraphs.

Maintain a clear and appropriate focus.

Experiment with variations to standard organization structures, transitions, and/or genres to write for the same purpose and audience.

Analyze the effectiveness of a chosen structure or organization.

Fluently and purposefully abandon or manipulate conventional text forms to develop purpose.

Defend choice of structure and direction chosen.

E09. Language Choice:

Use style and language appropriate to purpose, audience and task.

Identify examples of a variety of sentences.

Identify examples of details, active and/or descriptive verbs, and vocabulary appropriate to audience or task.

Identify audience and purpose.

Demonstrate a variety of sentences in isolation.

Modify sentence structure and length in isolation.

Select point of view, tone, and vocabulary according to audience or task.

Use a variety of simple, compound, and complex sentences appropriate to the audience and task in writing.

Vary structure and length of sentences, leads, and endings in writing.

Use language appropriate to audience and task in writing.

Vary structure and length of sentences to connect meaning with rhythm and pacing in writing.

Use language fluently with an obvious awareness of audience and task.

Experiment with descriptive and figurative language, literary devices, and topic-specific vocabulary to explain ideas.

Use point of view and tone to evoke response from audience.

Vary stylistic components fluidly and intentionally to compose unique writing appropriate for purpose and audience.

Use language that is precise and engaging, designed to reflect a notable awareness of audience and task.

Use language deliberately to create a distinctive tone or voice, which is student’s own or models another writer’s.





Capable2

Bridging3

Proficient4

Advanced5

E10. Conventions: Apply knowledge of language structure and conventions (grammar, spelling, and punctuation).

Identify parts of speech.

Recognize or recall grammar and punctuation rules.

Punctuate simple sentences correctly in isolation.

Employ standard English in formal writing.

Use correct mechanics (punctuation, capitalization, etc.) in isolation.

Independently apply spelling rules and/or use resources to check spelling in isolation.

Control conventions of basic sentence structure, end punctuation, and paragraphing in writing.

Demonstrate the use of language structure specific to topic and/or content area to establish an authoritative voice.

Control conventions while using sophisticated writing structures.

Arrange and analyze use of language structure for its appropriateness with topic, content area, and audience.

Control conventions, while producing a variety of writing assignments (e.g., critical, personal, poetry, fiction, etc.) with a variety of writing techniques, including those which deliberatively break with convention (e.g., deliberate use of sentence fragments, use of dialect, and creative spelling for effect).





Capable2

Bridging3

Proficient4

Advanced5

E11. Oral Communication: Communicate with others in formal and informal presentations and discussions.

Recognize or recall attributes of a quality oral presentation.

Present basic topic or content information by describing, identifying, showing, etc, in an oral presentation.

Recognize or recall the rules for class and groups discussions

Use simple visual aids (e.g., posters) to enhance the message of oral presentation.

Use basic oral communication techniques (e.g. eye contact, speaking rate, inflection).

Participate in informal class and group discussions with clear guidelines and expectations for end product.

Identify the impact of word choice on spoken language.

Use basic technology as visual aids for presentation (e.g., projection of digital photos, simple power point.)

Apply a variety of oral communication techniques appropriate for the task and audience.

Actively listen to others, articulate an interpretation of another person’s ideas, and respectfully respond to questions and feedback with clarifying examples.

Strengthen messages in spoken language with word choice.

Encourage audience interaction by summarizing, asking questions, or extending (or contradicting) audience comments.

Facilitate informal class and small group discussion by interpreting and questioning to extend and encourage dialogue.

Evaluate the effectiveness of visual aids and the presentation, making changes based on the evaluation

Explore and develop creative means of visually supporting any oral presentation, in and out of school.

Fluidly use a wide variety of oral communication techniques that respond to the task and the audience.

Develop a distinctive presentation style.

Actively create opportunities for informal discussion in class or in school around issues and topics important to the larger community.





Capable2

Bridging3

Proficient4

Advanced5

E12. Research Skills:

Locate, evaluate, and cite information to support a research question.

Recognize or recall information sources.

Distinguish between primary and secondary source material.

Recognize or recall the characteristics of good research and citation.

Prepare questions and hypotheses to guide research.

Formulate valid generalizations from the results of research.

Use teacher-provided template to collect and record information.

Examine research for sound evidence that supports the writer’s thesis.

Apply information to generate an original thesis supported by research.

Experiment with application of evidence to most effectively defend a thesis.

Properly record and cite sources of information.

Locate, compare, and select information that is complete, relevant, and valid for the research task from a variety of media (print, digital, oral, etc.).

Differentiate between credible and non-credible sources of information.

Utilize evidence to support thesis and develop analysis effectively.

Independently create, present, and defend research that incorporates all aspects of strong research and citation.

Evaluate research for quality of information sources, completeness of task, evidence of bias, and proper citation.




Diploma Plus Technology Competencies2


Capable2

Bridging3

Proficient4

Advanced5

T01. Creativity and Innovation: Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Identify current technologies.

Recognize or recall technologies used to create products.

Describe how current technology can be used for creative thinking, to construct knowledge, and to develop products and processes.

Use current technology for creative thinking, to construct knowledge, and to develop products and processes.

Analyze current technology for its ability to support creative thinking, to construct knowledge, and to develop products and processes.

Use current technology to solve problems.

2 The Technology Competencies draw directly from:International Society for Technology in Education, National Educational Technology Standards for Students, 2007, June 2007 < http://www.iste.org/Content/NavigationMenu/NETS/NETSforStudentsStandards2007.doc>.The rubrics for the Technology Competencies are closely aligned to including:North Central Regional Educational Laboratory, NETS for Students Achievement Rubric, March 2005, June 2007 < http://www.ncrel.org/tech/nets/p-12rubric.pdf>.





Capable2

Bridging3

Proficient4

Advanced5

T02. Communication and Collaboration: Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning, and tocontribute to the learning of others.

Select appropriate telecommunications tools and online resources for collaborative projects.

Describe procedures for safely and securely usingtelecommunications tools.

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.

Use telecommunications tools and online collaborative environments safely and responsibly to exchange data collected and learn curricular concepts.

Compare characteristics, uses, and safety of telecommunications tools and online collaborative environments.

Plan and implementcollaborative projects using advancedtelecommunications tools (e.g., groupware, interactive Web sites, simulations, joint datacollection, 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.





Capable2

Bridging3

Proficient4

Advanced5

T03. Research and Information Fluency: Apply digital tools to gather, evaluate, and use information.

Identify steps forusing technology resources to locateinformation.

Demonstrate the steps forusing technology to locate information and guidelines for evaluating information from a variety of sources.

Demonstrate how to perform basic queries designed to process data and reportresults.

Apply digital tools to gather, evaluate, and use information.

Perform advanced searches using Boolean logic and other sophisticated search functions.

Evaluate information from a variety of sources for accuracy, bias, appropriateness, and comprehensiveness.

Create a hypothesis or research question, and select and use appropriate information and communicationtechnology tools and resources for collecting and analyzing information and reporting results to multiple audiences.

Implement procedures for designing, creating, and populating a database.

T04. Critical Thinking, Problem-Solving & Decision-Making: Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Identify ways technology has been used to address real-world problems.

Demonstrate how to use specific information and communication technology tools to collect and organize information.

Use information and communication technology tools and resources to collect, organize, and evaluateinformation relevant to a real-world problem.

Critique information from different sources, evaluate findings, determine the need for additional information, and draw conclusions for addressing real-world problems.

Integrate technology to define and analyze a real-world problem, design and implement procedures to monitorinformation, set timelines, and evaluate progress toward the solution of a real-world problem.





Capable2

Bridging3

Proficient4

Advanced5

T05. Digital Citizenship: Understand cultural and societal issues related to technology and practice legal and ethical behavior.

Identify common usesof information andcommunication technology in the community and in daily life.

Describe how copyright affects how one can use technology systems, information, and softwareresources.

Give examples of issues related to how information and communication technology supports interactions and learning.

Explain basic issues related to responsible use of technology and information, and describepersonal consequences ofinappropriate use.

Practice legal and ethical behavior when using digital technology.

Investigate legal and ethical issues related to use of information and communicationtechnology.

Analyze issues relatedto acceptable and responsible use of information and communication technology, and compare methods for addressing these issues.

Develop and justify a response to cultural and societal issues related to technology.

Evaluate the consequences and costs of unethical use of information and computer technology.

T06. Technology Operations and Concepts: Demonstrate a sound understanding of technology concepts, systems and operations.

Identify information and communicationtechnology tools and resources that can be used to solve particular problems.

Demonstrate the use of information and communication technology tools and resources.

Apply appropriate technology tools and resources to solve a specific problem or make a decision.

Compare different technology tools and systems to apply prior knowledge and to differentiate uses.

Evaluate the effectiveness of technology tools and systems used to solve a particular problem.

Use technology tools and resources to solve problems or make decisions.




Diploma Plus Personal Competencies3


Capable2

Bridging3

Proficient4

Advanced5

P01. Self-management: Take responsibility for changing personal behaviors or acquiring skills that lead to both social and academic success.

Identify personal behaviors or skills that lead to both social and academic success.

Describe responsibilities for changing personal behaviors or acquiring skills that lead to both social and academic success.

Use information and feedback on personal behavior to acquire or develop skills that lead to both social and academic success.

Analyze the impact of personal behaviors and skills related to social and academic success.

Evaluate and modify personal behaviors leading to social and academic success.

P02. Planning and Responsibility: Demonstrate ability to create and execute effective plan and take responsibility for outcomes.

Identify planning tools and define goals.

Describe the connection between outcomes and actions.

Demonstrate how to use individual planning tools.

Explain how each tool supports goal setting; plan and reflect on outcomes, actions and progress.

Use appropriate planning tools to set goals and create plan.

Demonstrate an organized approach by applying the plan.

Summarize progress and describe the connections between outcomes and actions.

Modify plan to achieve desired outcomes.

Analyze progress and investigate the connections between outcomes and actions.

Modify planning process as appropriate for a variety of situations.

Evaluate progress and make connections between outcomes and actions.

3 1The Personal Competencies draw from multiple sources, including:Equipped for the Future, The 16 EFF Content Standards, June 2007 <http://eff.cls.utk.edu/fundamentals/16_standards.htm>. Search Institute, The 40 Developmental Assets for Adolescents, 2007, June 2007 <http://www.search-institute.org/assets/>





Capable2

Bridging3

Proficient4

Advanced5

P03. Problem Solving and Decision Making: Demonstrate problem solving and decision making techniques.

Identify problems and list problem solving approaches.

Describe criteria for evaluating effectiveness of solution or decision.

Demonstrate individual steps of the problem solving process.

Utilize the problem solving process to solve a problem.

Analyze the effectiveness of alternative solutions

Reframe problems, and generate and defend detailed and sophisticated alternative solutions.

P04. Integrity: Act on convictions and stand up for beliefs.

Identify convictions and describe beliefs.

Summarize beliefs and convictions and how they connect to actions.

Apply convictions and beliefs to actions, feeling, or opinions.

Evaluate and express the impact of one’s own convictions and beliefs upon others.

Develop and refine convictions and modify actions based on beliefs.

Evaluate convictions and conclude when and how to stand up for beliefs.

P05. Reflection and Evaluation: Assess current knowledge, progress, and effectiveness of process and actions.

Identify current knowledge and the relevance of that knowledge.

List process and actions.

Describe the relevance of current knowledge and its connection to prior knowledge.

Describe process and actions.

Reflect on current knowledge and the process used to develop the knowledge.

Analyze current knowledge, progress, processes, and actions.

Critique effectiveness of processes and actions.

Make a detailed assessment of what one knows and the progress made.





Capable2

Bridging3

Proficient4

Advanced5

P06. Cooperation: Interact with others in ways that are responsive, effective, and demonstrate respect for others’ ideas, opinions, and contributions.

Identify ways to interact with others that are responsive, effective, and respectful.

Collect input from others about interactions.

Explain input from others.

Demonstrate interactions that are responsive, effective, and respectful.

Utilize input from others to interact in ways that are responsive, effective, and respectful.

Analyze input from others and adjust one’s actions to take into account the needs of others and/or the task to be accomplished.

Evaluate and seek input from others on interactions with others, and modify interactions based on feedback.

P07. Conflict Resolution and Negotiation: Apply conflict resolution and negotiation strategies.

Identify conflict, define areas of agreement and disagreement, list options for resolving conflict, and describe results of efforts.

Describe reasons for conflict, discuss areas of agreement and disagreement, summarize and options for resolving conflict, and predict results.

Determine an approach for conflict resolution.

Evaluate the effectiveness of chosen strategies.

Revise strategies for conflict resolution.

P08. Cultural Competence: Demonstrate a global perspective that includes appreciation for the wide range of cultural perspectives and embrace for both commonalities and differences.

Identify global perspectives and list dimensions of culture.

Describe a variety of cultural perspectives.

Apply an understanding of different cultures in various contexts.

Analyze strengths and areas for growth to respond effectively to populations different from one’s own.

Evaluate how personal actions respond to the distinct needs of people sharing a common identity.

Seek out authentic information about a culture in order to develop better connections and a more informed understanding.




Diploma Plus Career and Technical Education Competencies4


Capable2

Bridging3

Proficient4

Advanced5

CTE01. Academics: Understands and demonstrates the academic content required for entry into postsecondary education and employment in the chosen sector.

Identify academic content necessary for entry into postsecondary employment.

Summarize the academic content necessary for entry into postsecondary employment.

Describe how academic information is used for or in postsecondary employment.

Analyze the implications of required academic content on future academic plans.

Implement and defend a plan to acquire the academic content necessary for entry into post-secondary employment.

4 The Career and Technical Education Competencies draw directly from:California Department of Education, California Career Technical Education Model Curriculum Standards, May 2005, June 2007 http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf.





Capable2

Bridging3

Proficient4

Advanced5

CTE02. Communications: Understand the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.

Recognize or recall the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.

Describe the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.Engage in teacher-led verbal or written discussions in the classroom, within an online environment, or a workplace setting.Pose and respond to specific questions by making comments that contribute to a discussion or elaborate peer or teacher remarks.

Apply the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.Converse and report on a range of topics through verbal or written discussions in the classroom, within an online environment, or a workplace setting.Present logically sequenced opinions, arguments, or discussions by using relevant facts, word choice, and descriptive details to support point of view.

Analyze the differences between the principles of effective oral, written, and multimedia communication in a variety of formats and contexts.

Analyze the main ideas and supporting details presented in verbal or written discussions in the classroom, within an online environment, or a work place setting.

Encourage audience interaction by summarizing, asking questions, or extending audience comments to clarify a topic, text, or issue.

Transfer and modify communication knowledge according to industry sector.Create a focused opinion, argument, or position in variety of formats and contexts.Present salient points by using relevant facts, pertinent details and integrating multimedia to clarify or enhance a point of view in regards to a topic, text, or issue.

Develop a distinctive communication style.





Capable2

Bridging3

Proficient4

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CTE03. Career Planning and Management: Understand how to make effective decisions, use career information, and manage career plans.

Identify how to make effective decisions, list career information, and define career plans.

Recall personal qualifications, interests, aptitudes, information, and skills essential to succeed in the chosen career sector.

Explain how to make effective decisions, give examples of career information, and summarize career plans.

Pose questions, give examples, or describe how to use career requirements to contemplate or craft a career plan or goals

Demonstrate how to make effective decisions, interpret and apply career information, and articulate career plans.Develop a career plan or goals that reflects career interests, pathways, postsecondary options, and work-based products (i.e., job applications, career inventory, and résumé writing).

Prioritize effective decisions, compare and contrast career information and analyze career plans.

Analyze career sector trends to compare and contrast earnings, emerging technologies, benefits, resources, or additional training options.

Use information from analysis to make decisions in regards to career plans and goals.

Combine knowledge and make effective decisions, compose and modify career information, and evaluate or create a detailed personal career plan.

Evaluate information presented in diverse media and formats in regards to career path to manage career plan and goals.

Create work-based products and performances such as job applications, résumé writing, interviewing, or interacting with professionals in chosen career sector.





Capable2

Bridging3

Proficient4

Advanced5

CTE04. Technology: Use contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Identify contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Recognize or recall the function of emerging or standardized technology, equipment, or tools to troubleshoot a specific problem, make a decision, or complete a product or a service in the chosen sector.

Explain the use of contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Demonstrate the use and function of work-based technologies, equipment, or tools to troubleshoot a specific problem, make a decision, or complete a product or a service in the chosen sector.

Apply contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Use appropriate tools, equipment, and technology in the chosen sector to troubleshoot a specific problem, make a decision, complete a product or complete a service.

Compare the use of contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Compare and contrast among on-site or recognizable work-based tools, equipment and technology and offer recommends to peers or instructors on use, quality, and purpose.

Combine knowledge to create detailed uses of contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Evaluate the use of contemporary and emerging technological resources in diverse and changing personal, community, and workplace environments.

Evaluate information presented in diverse media formats in regards unfamiliar or beta work-based tools, equipment, and technology that are being used by professionals in the chosen sector.





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Proficient4

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CTE05. Problem Solving and Critical Thinking: Develop alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem-solving techniques.

Identify problems

Recognize or recall problem solving approaches.

Describe criteria for evaluating effectiveness of solution or decision.

Demonstrate individual steps of the problem solving process.

Utilize the problem solving process to solve a problem.

Analyze the effectiveness of alternative solutions.

Reframe problems and generate and defend detailed and sophisticated alternative solutions.

CTE06. Health and Safety: Understand health and safety policies, procedures, regulations, and practices, including the use of equipment and handling of hazardous materials.

Identify health and safety policies, procedures, regulations, and practices.

Explain health and safety policies, procedures, regulations, and practices.

Describe the application of health and safety policies, procedures, regulations, and practices in real world situations

Analyze the importance of health and safety policies, procedures, regulations, and practices.

Create and ask “what if” questions about health and safety policies, procedures, regulations, and practices.





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CTE07. Responsibility and Flexibility: Demonstrate responsibility and flexibility in personal, workplace, and community settings.

Recognize or recall behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings.

Summarize behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings.Demonstrate a positive work demeanor.

Describes why accountability and responsibility is value in the workplace.

Apply responsible and flexible behaviors in personal, workplace, and community settings.

Adapt to varied roles and responsibilities in the work place environment.

Analyze the results of responsible and flexible behaviors in personal, workplace, and community settings.

Assess work-based priorities and determine course of action.

Modify responsible and flexible behaviors for greatest effect in personal, workplace, and community settings based on reading current and future situations.Evaluate both personal and outside behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings.Prioritize tasks, creates action plan to manage work and to achieve the intended results of a particular task, service ,or performance.





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CTE08. Ethics and Legal Responsibilities: Understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.

Define professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.

Recognize or recall code of conduct/behaviors, HR policies, industry practices, or regulations.

Describe professional, ethical, and legal behavior consistent with applicable laws, regulations and organizational norms.

Describe why personal integrity and ethical behavior is important or needed in the classroom and workplace.

Interpret and apply professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms in real life situations

Implement work-based code of conduct/behaviors, HR policies, industry practices or regulations in real-world situations

Analyze the importance of professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.

Implement quality assurance information in regards to code of conduct/behaviors, HR policies, industry practices, or regulations.

Create and defend strategies to respond to professional, ethical, and legal requirements consistent with applicable laws, regulations, and organizational norms.

Assess professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms.

Enforce and follow work-based ethical behaviors or legal procedures with adults and peers.

Create and defend strategies to respond to code of conduct/behaviors, HR policies, industry practices, or regulations in a variety of work-based situations





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CTE09. Leadership and Teamwork: Understand effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution.

Define and label effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution.

Recognize or recall the need for teamwork in specific work-based situations.

Describe effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution.

Demonstrate effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution in real-world contexts.

Collaborate and cooperate effectively with teams to achieve the intended results of a particular real-world task, service, or performance.

Compare and contrast effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution to the appropriate situations.

Analyze teammates' skills and personalities to organize and structure work in teams to achieve the intended results of a particular task, service, or performance

Plan for, assess, and produce effective leadership styles, key concepts of group dynamics, team and individual decision-making, the benefits of workplace diversity, and conflict resolution based on appropriate situations.

Motivate peers and adults to reach their very best via example and selflessness.

Leverage strengths of peers to achieve the intended results of a particular task, service or performance.

Evaluate and implement a variety of conflict resolution strategies to a range of situations in the workplace.





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Proficient4

Advanced5

CTE10. Technical Knowledge and Skills: Understand the essential knowledge and skills common to all pathways in the industry sector.

Recognize or recall essential knowledge and skills common to all pathways in the industry sector.

Describe essential knowledge and skills common to all pathways in the industry sector.

Apply essential knowledge and skills common to all pathways in the industry sector to real-world situations and other content areas.

Analyze the importance of essential knowledge and skills common to all pathways in the industry sector.

Make recommendations and plan using essential knowledge and skills common to and across all pathways in industry sectors.

CTE11. Demonstration and Application: Demonstrate and apply the concepts contained in the pathway standards.

Identify the concepts contained in the pathway standards.

Describe and restate in own words the concepts contained in the pathway standards.

Apply the concepts contained in the pathway standards in real-world situations and other content areas.

Analyze the implications or influences of the concepts contained in the pathway standards

Use concepts contained in pathway standards to make and defend decisions, or solve problems and justify solutions.



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