SENIOR EDCRO REVIEW RUBRIC ReviewerÕs...

SENIOR EDCRO REVIEW RUBRICStudent Name: _________________________________________ Reviewer: ____________________________________________

Presentation/PortfolioWorth: 25%

Integration of Arts & AcademicsWorth: 25%

Plans for the futureWorth: 25%

SpeechWorth: 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Student Portfolio Description:๏ Student portfolio shows they have mastered advanced-

level arts/academic knowledge and skills๏ Student provides thorough and thoughtful review of their

work over four years using high-level quality standards

๏ Explore: Student provides evidence that their work provides a significant and compelling learning challenge for the student.

๏ Explore: Student makes insightful and detailed connections between arts and academic work.

๏ Own: Student makes a compelling case for how they have linked class learning targets directly to their work samples, class evidence, interests, ambitions, and/or learning goals.

๏ Explore: Student creates thorough and insightful lists of research questions, what they need to learn, and resources for moving forward with school/learning.

๏ Design: Proposal defines a detailed and efficient sequence of steps to implement all aspects of their next steps, including monitoring and adjusting the plan.

๏ Own: Student offers an insightful reflection on what they learned, how their learning has helped shape their values, and what difference the learning will make to them in the future.

๏ Speaker is relaxed, confident, and thoroughly engaging๏ Eye contact is direct and continuous๏ Voice is declarative, authoritative, and convincing๏ Material has engaging introduction๏ Minimal number of prepared notes, words and phrases

only๏ Order of content prepared to enhance the presentation and

audience’s understanding

Student Portfolio Description:๏ Student portfolio shows they have arts/academic

knowledge and skills๏ Student shows they can use content knowledge and skills

to create a performance or portfolio.

๏ Explore: Student provides evidence that their work pushes the student beyond what they already know or can do.

๏ Explore: Student identifies connections between art and academic work.

๏ Own: Student identifies learning targets and how their work connects and matters to them as a learner.

๏ Explore: Student lists research questions, what they need to learn, and resources.

๏ Design: Students defines a sequence of steps for implementing a next year or post high school plan including monitoring and adjusting the plan.

๏ Own: Student reflects on what they learned and how their learning represents their values.

๏ Speaker holds the audience’s attention๏ Minimal use of notes๏ Voice is declarative, energetic๏ Material is well organized to enhance the audience’s

understanding๏ Content presented in order that aids the audience’s

understanding

Student Portfolio Description:๏ Student portfolio shows some of the content and skills

learned, but obvious gaps remain.๏ Student shows some important knowledge and/or skills

are missing from the student’s products or performances.

๏ Explore: Student evidence does not support that their work clearly pushes student beyond what they already know or can do.

๏ Explore: The links between art and academic work is unclear.

๏ Own: Student identifies some learning targets and areas of interest, but doesn’t fully show how their work can help them as a learner.

๏ Explore: Lists of research questions, what student needs to learn, and resources are incomplete or off target.

๏ Design: Proposal attempts to describe a next year or post high school plan implementation steps, but has missing or problematic elements and needs refinement.

๏ Own: Student comments briefly on what they learned but don’t really get into specifics or connect their learning to what they care about.

๏ Speaker does not hold the audience’s attention for the duration of the speech

๏ Some reading of notes; notes consulted too often๏ Voice is dull, monotone, and/or inflected๏ Organization detracts from the audience’s understanding/

enjoyment๏

Student Portfolio Description:๏ Student portfolio does not produce any evidence of content

or skill learning.๏ Student doesn’t provide evidence of content or skill

learning.

๏ Explore: Work is not a stretch for student.๏ Explore: The link between art and academic work is absent๏ Own: Student fails to identify learning targets or reflect on

why the work matters to them.

๏ Explore: Research questions, what students need to learn, and resources are not listed.

๏ Design: The steps described are very general or vague and do not reflect sufficient planning.

๏ Own: Student does not reflect on their learning or why it matters

๏ Performance is extemporaneous๏ Speaker reads from notes or has no notes๏ Voice is dull, monotone, and/or inflected๏ Presentation has no organization

Revised Wednesday, May 27, 2015

Structure: Student prepares and presents… 1. A three to five minute performance or portfolio demonstration of their art form, either

live or recorded. 2. A 15 minute presentation with Keynote/Powerpoint slides that demonstrates three

work samples of their work, either artistic or academic (must include at least ONE of each), that meets the following criteria:

๏ Show growth since their first year at A3, ๏ Show mastery of their declared art form, ๏ Show integration between Arts & Academics.๏ Identify and Connect specific class learning targets to their work samples/evidence

3. A one to three minute description of what their plans are post-high school. 4. Student responds to five minutes of questions from the audience.

Reviewer’s Recommendation:__Advanced (graduates with honors)__Proficient (graduates)__Needs Improvement (May need to redo)__Limited (must redo to graduate)

FRESHMAN EDCRO REVIEW RUBRICStudent Name: _________________________________________ Reviewer: ____________________________________________


The purpose of EDCRO Review Conferences are to provide you with an opportunity to share what you have been learning and assess how your year is progressing.

Guide to Presentation:Your presentation is a demonstration of your portfolio, reflecting on your experiences so far at A3. It is a synthesis and reflection about yourself and your learning during this first part of your A3 career.

When planning your presentation consider:

• How do you define yourself at A3? (Connect with How I See Myself; Resume of Skills)

• How and what you are learning at A3? (Connect with Class Learning Review; Resume of Skills; Transcript/Map to Graduation)

• What evidence shows this learning best? Use EDCRO to explain. (Connect with Scholar Work Sample)

• What do you consider your successes (or what are you proud of)? (Connect with Artist Work Sample; Class Learning Review; Transcript/Map to Graduation)

• What has been difficult and how have you learned to help yourself? (Connect with Class Learning Review; Learning Targets; Community Work Sample)

• What are your plans for the future? College? Career?

• What are you looking forward to in the coming months, years, Etc.?

SpeechWorth: 30%

Big Picture Thinking, Teamwork & Group SkillsWorth: 50%

Plans for the FutureWorth: 20%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Speaker is relaxed, confident, and thoroughly engaging๏ Eye contact is direct and continuous๏ Voice is clear and convincing๏ Minimal number of prepared notes, words and phrases

only๏ Order of content prepared to enhance the presentation

and audience’s understanding

Uses work portfolio and personal reflection to:๏ Show that work involves a significant and compelling learning challenge for the student.๏ Clearly illustrates how the EDCRO process is part of their work.๏ Student makes a compelling case for how they have linked class learning targets directly to their work

samples, class evidence, interests, ambitions, and/or learning goals.๏ Provide specific evidence of three or more elements of: group communication, time & task

management, sharing work, mutual respect, and resolving conflict

๏ Explore: Student creates a frame or big-picture map that provides clear post high school goals.

๏ Student identifies specific career options.

๏ Speaker holds the audience’s attention๏ Minimal use of notes๏ Voice is declarative, energetic๏ Material is well organized to enhance the audience’s

understanding๏ Content presented in order that aids the audience’s

understanding

Uses work portfolio and personal reflection to:๏ Show that work involves a learning challenge that pushes the student beyond what they already know

or can do.๏ Explain how the EDCRO process is part of their work.๏ Student identifies learning targets and how their work connects and matters to them as a learner.๏ Limited evidence of at least three elements of: group communication, time & task management, sharing

work, mutual respect, and resolving conflict

๏ Explore: Student creates a frame or big-picture map that identifies potential post high school goals.

๏ Student identifies potential career options or fields.

๏ Speaker does not hold the audience’s attention for the duration of the speech

๏ Some reading of notes; notes consulted too often๏ Voice is dull, monotone, and/or inflected๏ Organization detracts from the audience’s

understanding/enjoyment

Portfolio and personal reflection:๏ Provide evidence that work does not clearly push the student beyond what they already know or can do.๏ Show that the use of the EDCRO process is limited and unclear.๏ Student identifies some learning targets and areas of interest, but doesn’t fully show how their work can

help them as a learner.๏ Evidence of only one or two elements of: group communication, time & task management, sharing

work, mutual respect, and resolving conflict

๏ Explore: The big picture of where the student is going remains unclear.

๏ Career exploration limited

๏ Performance is extemporaneous๏ Speaker reads from notes or has no notes๏ Voice is dull, monotone, and/or inflected๏ Presentation has no organization

Portfolio and personal reflection:๏ Show that the work is not a stretch for the student.๏ Show that the use of the EDCRO process is not utilized.๏ Student fails to identify learning targets or reflect on why the work matters to them.๏ No evidence : group communication, time & task management, sharing work, mutual respect, and

resolving conflict

๏ Explore: Frame or big picture of post high school goals is not identified.

๏ Student has not identified any career options.

Portfolio Requirements✓ How I See Myself rating form.✓ College and Career Ideas.✓ Reflection of class progress on Class Learning Review.✓ 1st Semester Transcript/Map to Graduation

✓ Begin Resume of Skills✓ 3 Work samples* that demonstrate your exploration of yourself

as a Scholar, Artist and Community Member, that meet the following criteria: • Scholar: Shows what you have learned about yourself as a a

learner in regard to: your personality or learning style and 1 or more habits of mind

• Artist: Shows how you have had to use the EDCRO process• Community Member: Shows what your strengths are as a

group member

*Note: work samples don’t necessarily need to be physical evidence, however, they need to be examples of how skills from class are applied.

Reviewer’s Recommendation:__Advanced (making exceptional progress)__Proficient (making adequate progress)

__Needs Improvement (revisit content)__Limited (Must remediate)

JUNIOR JURIED REVIEW RUBRIC: TheatreStudent Name: _________________________________________ Reviewer: ____________________________________________

Theatre Monologue Presentation or Tech Theatre Arts Portfolio ReviewWorth 50%

Theatre Monologue Presentation or Tech Theatre Arts Portfolio ReviewWorth 50%

Integration of Arts & AcademicsWorth 25%

Plans for the futureWorth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Monologue Analysis Presentation/Description:๏ Demonstrates a high level of vocal variety and articulation that enhance the scene.๏ The actor’s blocking consistently provides insight into the scene.๏ Characters have strong and active objectives (ESSENTIAL ACTIONS) that drive the action

of the scene.๏ Character’s tactics change dynamically as the scene progresses in direct response to the

implied other.๏ Character is uniquely aware of implied other and how to live truthfully in the moment.๏ Subtleties in timing and pace create dramatic tension.

Technical Portfolio Review:๏ Designs have a unique

understanding of technical and character/production integration






๏ Own: Student can present a compelling plan designed to enhance their theatre experience while at A3

Monologue Analysis Presentation/Description:๏ Performer lacks notable variety and/or range.๏ Blocking is motivated but lacks creativity or depth of insight into the scene.๏ Characters have a clear objective, but may lack crucial insight or a sense of connection.๏ Character tactics are consistent with the scene and are correspond to the objective.๏ Characters have a high level of awareness of implied other, but may lack spontaneity or a

keen sense of the chemistry of the scene.๏ The timing and pace of the scene are consistent with the author’s intention.

Technical Portfolio Review:๏ Designs have an







๏ Own: student can present a plan designed to continue their theatre experience while at A3

Monologue Analysis Presentation/Description:๏ Student is unsure of vocal possibilities๏ Blocking seems mechanical and lacks a clear motivation.๏ Lacks a clear objective, hindering the understanding of the scene.๏ Lacks clear tactics causing the scene to remain static. Student seems confused about

what their character is doing.๏ The scene is static, making the story uninteresting or difficult to understand.

Technical Portfolio Review:๏ Designs have a limited



๏ Explore: The links between art and academic work is unclear.๏ Own: Student identifies some learning targets and areas of

interest, but doesn’t fully show how their work can help them as a learner.



๏ Own: Student comments briefly on a plan designed to continue their theatre experience while at A3

Monologue Analysis Presentation/Description:๏ Student lacks confidence and preparation๏ Lacks prepared blocking. ๏ Characters have no apparent objectives. ๏ Student shows no understanding of what the characters are actually doing.

Technical Portfolio Review:๏ Designs demonstrate little

to no understanding of technical and character/production integration

๏ Designs are absent or illegible

๏ Explore: Work is not a stretch for student.๏ The link between art and academic work is absent๏ Own: Student fails to identify learning targets or reflect on why

the work matters to them.



๏ Own: Student does not present a plan designed to continue their writing theatre while at A3


Reviewer’s Recommendation:__Advanced (Honors)__Proficient


Structure: Student prepares… 1. A three to five minute monologue performance of two contrasting pieces or, for

technical, a portfolio presentation of three designs/productions.2. A 10 minute speech that demonstrates three work samples of artistic or academic

work (must include at least ONE of each), that meets the following criteria:

๏ Shows growth in Theatre Arts since their first year at A3, ๏ Shows mastery in theatre performance or technical design๏ Identify and Connect specific class learning targets to their work samples/evidence

3. A one to three minute description of what their plans are their senior year. 4. Student responds to ten minutes of questions from the reviewers. See back for

remediation notes

SOPHOMORE JURIED REVIEW RUBRIC: TheatreStudent Name: _________________________________________ Reviewer: ____________________________________________

Theatre Monologue Analysis Description or Technical Theatre Portfolio Description - Worth 25%

Theatre Monologue Analysis Description or Technical Theatre Portfolio Description - Worth 25%

Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Monologue Description:๏ The character has strong and active

objectives (ESSENTIAL ACTION) that drive the action of the scene.

๏ Character’s tactics change dynamically as the scene progresses in direct response to the implied other.

Technical Portfolio Review:๏ Defines 3 or

more specific projects to be included in the portfolio with SIGNIFICANT evidence.




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student defines a detailed and efficient sequence of steps to

implement all aspects of their work, including monitoring, adjusting the plan, and utilizing group members skills and talents.

๏ Create: Student solves problems along the way with elegant solutions that address process and group member challenges.

๏ Student provides advanced-level evidence three or more elements of: group communication, time & task management, sharing work, mutual respect, and resolving conflict



๏ Own: Student can present a compelling plan designed to enhance their theatre experience while at A3

Monologue Performance:๏ Characters have a clear objective and the

scene moves along understandably, but may lack insight or a sense of connection.

๏ The characters use a variety of tactics, consistent with the scene, to achieve their purpose.

๏ Lines and blocking well rehearsed, but actor did not seem free of rehearsed choices.

Technical Portfolio Review:๏ Defines 2 or 3

specific projects to be included in the portfolio with clear evidence.




Big Picture Thinking, Teamwork & Group Skills๏ Design: Students defines a sequence of steps for implementing the project

including monitoring and adjusting the plan.๏ Create: Student solves problems along the way, including group member

challenges ,adjusting to circumstances as they arise.๏ Student provides evidence of at least three elements of: group

communication, time & task management, sharing work, mutual respect, and resolving conflict



๏ Own: student can present a plan designed to continue their theatre experience while at A3

Monologue Performance:๏ Characters lack clear objectives hindering

the understanding of the scene.๏ Characters lack clear tactics. Actor seemed

confused about what their character was doing.

๏ Lines and blocking inconsistencies suggest a lack of sufficient rehearsal.

Technical Portfolio Review:๏ Designs are

unclear or black & white with few markings and guides.




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student attempts to describe project implementation steps, but has

missing or problematic elements and needs refinement.๏ Create: Progress is obviously slowed by obstacles and circumstances that

arise; there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group




๏ Own: Student comments briefly on a plan designed to continue their theatre experience while at A3

Monologue Performance:๏ Characters have no apparent objectives.

Actor was merely reciting lines.๏ Actor shows no understanding of what the

characters are actually doing.๏ Actor was not prepared to perform.

Technical Portfolio Review:๏ Designs are

absent or illegible

๏ Explore: Work is not a stretch for student.๏ Explore: The link between art and academic

work is absent๏ Own: Student fails to identify learning

targets or reflect on why the work matters to them.

Big Picture Thinking, Teamwork & Group Skills๏ Design: The steps described are very general or vague and do not reflect

sufficient planning.๏ Create: Student work is compromised by the failure to solve problems during

the process.๏ Student provides no evidence : group communication, time & task




๏ Own: Student does not present a plan designed to continue their theatre while at A3


Structure: Student prepares… 1. A three minute monologue performance of two contrasting pieces or, for technical, a

portfolio presentation of three designs/productions.2. A 10 minute speech that demonstrates three examples of artistic or academic work

(must include at least ONE of each), that meets the following criteria:

๏ Shows growth in The Arts since their first year at A3, ๏ Shows proficiency in theatre and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence

3. A one to three minute description of what their plans are their junior year. 4. Student responds to ten minutes of questions from the reviewers.


__Needs Improvement (revisit content)__Limited (Must remediate) See back for

remediation notes

JUNIOR JURIED REVIEW RUBRIC: WritingStudent Name: _________________________________________ Reviewer: ____________________________________________

Writing Portfolio ReviewWorth 50%



4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Portfolio Presentation:๏ The writing is exceptionally clear, focused, and interesting; the reader can easily understand the writer’s purpose and intention๏ Organization/Structure enhances the writing, moving the reader through the text easily๏ Writer shows evidence of engaging in the writing process and can articulate how the process works ๏ The writer has chosen an appropriate voice for the topic, purpose and audience; there is a strong sense of “writing to be read”๏ The writing has an effective flow and rhythm; sentences show a high degree of craftsmanship, with varied structure that makes

expressive oral reading easy and enjoyable๏ The writing demonstrates exceptionally strong control of standard writing conventions (e.g.; punctuation, spelling, capitalization,

grammar and usage) and uses them effectively to enhance communication๏ Writing Portfolio demonstrates a strong range of writing styles or modes






๏ Own: Student can present a compelling plan designed to enhance their writing experience while at A3

Portfolio Presentation:๏ Writing is clear and focused; the reader can understand the writer’s purpose and intention๏ Organization/Structure is clear and coherent, but may seem formulaic ๏ Writer shows evidence of engaging in the writing process๏ A voice is present; the writer has a sense of audience, but it is not consistent๏ The writing flows; sentence patterns are somewhat varied, contributing to ease in oral reading๏ The writing shows control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage)๏ Writing Portfolio demonstrates some range of writing styles or modes






๏ Own: Student can present a plan designed to continue their writing experience while at A3

Portfolio Presentation:๏ Writing sometimes lacks clarity or focus; the reader can usually understand the writer’s purpose and intention๏ An Organization/Structure has been attempted, but is inconsistent ๏ Writer shows limited evidence of engaging in the writing process๏ A voice is present; the writer has a limited sense of audience; the writer’s awareness of the reader is unclear๏ The writing tends to be mechanical rather than fluid; an attempt has been made to vary sentence patterns, occasional awkward

construction slows the reader down๏ The writing shows limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage)๏ Writing Portfolio demonstrates little range of writing styles or modes






๏ Own: Student comments briefly on a plan designed to continue their writing experience while at A3

Portfolio Presentation:๏ Writing is unclear; the reader needs to make extensive inferences to understand writer’s purpose and intention๏ The writing lacks a clear organizational structure๏ Writer shows no evidence of engaging in the writing process๏ The writing provides little sense of involvement or commitment; writing tends to be be lifeless, stiff, or mechanical๏ The writing tends to be either choppy or rambling; awkward constructions impair readability๏ The writing demonstrates little control of standard conventions๏ Writing Portfolio no real range of writing styles or modes

๏ Explore: Work is not a stretch for student.๏ The link between art and academic work is absent๏ Own: Student fails to identify learning targets or reflect

on why the work matters to them.



๏ Own: Student does not present a plan designed to continue their writing experience while at A3




Structure: Student prepares and presents… 1. Analyze an original writing piece. 2. A 10 minute speech that demonstrates three work samples of artistic or academic

work (must include at least ONE of each), that meets the following criteria: ๏ Shows growth in Writing since their first year at A3,

๏ Shows mastery in writing๏ Identify and Connect specific class learning targets to their work samples/evidence

3. A one to three minute description of what their plans are their senior year. 4. Student responds to ten minutes of questions from the reviewers.

See back for remediation notes

SOPHOMORE JURIED REVIEW RUBRIC: WritingStudent Name: _________________________________________ Reviewer: ____________________________________________

Writing Portfolio Review - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Portfolio Presentation:๏ Organization/Structure enhances the writing, moving the reader

through the text easily๏ Writer shows evidence of engaging in the writing process and can

articulate how the process works ๏ The writing has an effective flow and rhythm; sentences show a

high degree of craftsmanship, with varied structure that makes expressive oral reading easy and enjoyable

๏ The writing demonstrates exceptionally strong control of standard writing conventions (e.g.; punctuation, spelling, capitalization, grammar and usage) and uses them effectively to enhance communication




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student defines a detailed and efficient sequence of steps to implement

all aspects of their work, including monitoring, adjusting the plan, and utilizing group members skills and talents.





๏ Own: Student can present a compelling plan designed to enhance their writing experience while at A3

Portfolio Presentation:๏ Organization/Structure is clear and coherent, but may seem

formulaic ๏ Writer shows evidence of engaging in the writing process๏ The writing flows; sentence patterns are somewhat varied,

contributing to ease in oral reading๏ The writing shows control of standard writing conventions (e.g.,

punctuation, spelling, capitalization, grammar and usage)






challenges ,adjusting to circumstances as they arise.๏ Student provides evidence of at least three elements of: group communication,

time & task management, sharing work, mutual respect, and resolving conflict



๏ Own: Student can present a plan designed to continue their writing experience while at A3

Portfolio Presentation:๏ An Organization/Structure has been attempted, but is inconsistent ๏ Writer shows limited evidence of engaging in the writing process๏ The writing tends to be mechanical rather than fluid; an attempt

has been made to vary sentence patterns, occasional awkward construction slows the reader down

๏ The writing shows limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar and usage)





missing or problematic elements and needs refinement.๏ Create: Progress is obviously slowed by obstacles and circumstances that arise;

there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group communication,




๏ Own: Student comments briefly on a plan designed to continue their writing experience while at A3

Portfolio Presentation:๏ The writing lacks a clear organizational structure๏ Writer shows no evidence of engaging in the writing process๏ The writing tends to be either choppy or rambling; awkward

constructions impair readability๏ The writing demonstrates little control of standard conventions

๏ Explore: Work is not a stretch for student.๏ Explore: The link between art and

academic work is absent๏ Own: Student fails to identify learning


Big Picture Thinking, Teamwork & Group Skills๏ Design: The steps described are very general or vague and do not reflect sufficient

planning.๏ Create: Student work is compromised by the failure to solve problems during the

process.๏ Student provides no evidence : group communication, time & task management,

sharing work, mutual respect, and resolving conflict



๏ Own: Student does not present a plan designed to continue their writing experience while at A3


Structure: Student prepares and presents… 1. Analyze an original writing piece.2. A 10 minute speech that demonstrates three examples of artistic or academic work

(must include at least ONE of each), that meets the following criteria: ๏ Shows growth in the arts since their first year at A3,

๏ Shows proficiency in Writing and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

JUNIOR JURIED REVIEW RUBRIC: Visual ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Visual Arts Portfolio ReviewWorth 50%

Visual Arts Portfolio ReviewWorth 50%



4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Technique & Skill:๏ Modeling: Evidence of a definite and consistent light source.๏ Modeling results in a logical and accurate 3-D illusion. ๏ Perspective: Has evidence and can articulate linear and

atmospheric perspective.๏ Color: Can demonstrate a thorough understanding of color: value,

tone, complementary color sets, secondary and tertiary colors.๏ Composition: Work shows a command of different compositional

devices, including, but not limited to diagonal, balanced and unbalanced, hierarchy of size, shape and color, etc.

Artist:๏ Versatility: Portfolio illustrates taking on obvious artistic challenges

including, but not limited to: subject, medium, style, color, and technique.๏ Style: Evidence of experimentation rendering, styles and techniques.๏ Expression: Evidence of taking obvious creative and artistic risks. Work is

original, not cliché.๏ Discipline: Student can show evidence of multiple revisions and persistence

(HofM).๏ Critique: Presentation includes multiple evidence of revision based on

constructive feedback.






๏ Own: Student can present a compelling plan designed to enhance their visual arts experience while at A3

Technique & Skill:๏ Modeling: Evidence of a definite light source.๏ Modeling results in a mostly a 3-D illusion. ๏ Perspective: Has evidence of a linear and atmospheric perspective.๏ Color: Can demonstrate an understanding of color: value, and tone๏ Composition: Work shows use of different compositional devices,

including diagonal, balanced and unbalanced, hierarchy of size, shape and color, etc.

Artist:๏ Versatility: Portfolio illustrates a willingness to take on artistic challenges in

subject, medium, style, color, and/or technique.๏ Style: Evidence of experimentation in at least one of the following:

rendering, styles, or techniques.๏ Expression: Evidence of taking creative and artistic risks. Work is original,

but may be derivative.๏ Discipline: Student can show evidence of some revisions and persistence

(HofM).๏ Critique: Presentation includes some evidence of giving and receiving







๏ Own: Student can present a plan designed to continue their visual arts experience while at A3

Technique & Skill:๏ Modeling: Evidence of light source, but weak or limited.๏ Modeling: a 3-D illusion is inaccurate. ๏ Perspective: Has some evidence of atmospheric perspective with

coaching.๏ Color: Can demonstrate some understanding of basic color: exp.

mixing, primary, secondary๏ Composition: Student provides examples shows a limited

command of different compositional devices, including, but not limited to diagonal, balanced and unbalanced, hierarchy of size, shape and color, etc.

Artist:๏ Versatility: Portfolio has limited evidence of on artistic challenges.๏ Style: Limited evidence of experimentation rendering, styles and

techniques.๏ Expression: Limited evidence of taking creative and artistic risks. Work

isn’t particularly original, borders on cliché.๏ Discipline: Limited evidence of persistence (HofM)๏ Critique: Presentation includes limited evidence of giving and receiving







๏ Own: Student comments briefly on a plan designed to continue their visual arts experience while at A3

Technique & Skill:๏ Modeling: is week or limited. ๏ Perspective: knowledge is weak or limited in presentation and/or

portfolio.๏ Color: LImited understanding of basic color: exp. mixing, primary,

secondary๏ Composition: Student’s examples shows a limited command of

different compositional designs and/or are repetitious.

Artist:๏ Versatility: Portfolio lacks evidence of artistic challenges.๏ Style: Lacks evidence of experimentation rendering, styles and techniques.๏ Expression: Lacks evidence of taking creative and artistic risks. Work is

cliché.๏ Discipline: Lacks evidence of persistence (HofM).๏ Critique: Presentation lacks evidence of giving and receiving constructive

feedback.

๏ Explore: Work is not a stretch for student.๏ Explore: The link between art and academic work is absent๏ Own: Student fails to identify learning targets or reflect on why




๏ Own: Student does not present a plan designed to continue their visual arts experience while at A3

Structure: Student prepares and presents… 1. Three to five works that demonstrate artistic skill, versatility, perspective, color,

composition, discipline, and artistic statement2. A 10 minute speech that demonstrates three work samples of artistic or academic


๏ Shows growth in Visual Arts since their first year at A3, ๏ Shows mastery in Visual Arts. ๏ Identify and Connect specific class learning targets to their work samples/evidence





remediation notes

SOPHOMORE JURIED REVIEW RUBRIC: Visual ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Visual Arts Portfolio Review - Worth 25%Visual Arts Portfolio Review - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

Technique & Skill:๏ Rendering: Evidence shows a

mastery of more than one medium.

๏ Color: Student’s work shows mastery of difficult color concepts such as tone.

Artist:๏ Versatility: Student has a diverse

portfolio including more than one area of versatility.










๏ Own: Student can present a compelling plan designed to enhance their visual arts experience while at A3

Technique & Skill:๏ Rendering: Provides evidence

of several mediums. ๏ Perspective: Student provides

evidence of perspective.๏ Perspective: Student can

define use of perspective.๏ Color: Student has evidence of

using color and can articulate color mixing, value and tone.

Artist:๏ Versatility: Student has evidence

of exploring different mediums, styles, techniques including color.




Big Picture Thinking, Teamwork & Group Skills๏ Design: Students defines a sequence of steps for implementing the

project including monitoring and adjusting the plan.๏ Create: Student solves problems along the way, including group member

challenges ,adjusting to circumstances as they arise.๏ Student provides evidence of at least three elements of: group




๏ Own: Student can present a plan designed to continue their visual arts experience while at A3

Technique & Skill:๏ Rendering: Evidence of some

medium exploration, but has missing or problematic elements. Needs refinement.

๏ Perspective: Evidence exists, but some problems or missing elements. Needs refinement.

๏ Color: Understands some color concepts but needs refinement for full synthesis.

Artist:๏ Versatility: Student’s work has

some exploration of mediums, styles, techniques or color, but is deficit in full diversity.




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student attempts to describe project implementation steps, but

has missing or problematic elements and needs refinement.๏ Create: Progress is obviously slowed by obstacles and circumstances that

arise; there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group




๏ Own: Student comments briefly on a plan designed to continue their visual arts experience while at A3

Technique & Skill:๏ Rendering: Little to no

medium exploration. ๏ Perspective: Little or no

evidence or understanding of perspective elements.

๏ Color: Basic color mixing, but other concepts missing or problematic.

Artist:๏ Versatility: Student’s work has

little or no exploration of mediums, styles, techniques or color.





sufficient planning.๏ Create: Student work is compromised by the failure to solve problems

during the process.๏ Student provides no evidence : group communication, time & task




๏ Own: Student does not present a plan designed to continue their visual arts experience while at A3


Structure: Student prepares and presents… 1. Three to five works that demonstrate versatility, perspective, color, discipline, and

artistic statement 2. A 10 minute speech that demonstrates three examples of artistic or academic work


๏ Shows growth in The Arts since their first year at A3, ๏ Shows proficiency in Visual Arts and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

JUNIOR JURIED REVIEW RUBRIC: DanceStudent Name: _________________________________________ Reviewer: ____________________________________________

Dance PresentationWorth 50%



4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Choreography plan created๏ Choreography in rehearsal process๏ Student has clear explanation for choice of choreography๏ Student can identify specific tasks required for the Spring juried review and offer a plan for completion






๏ Own: Student can present a compelling plan designed to enhance their dance experience while at A3

๏ An idea for choreography or a dance to perform๏ Planning for rehearsal process๏ Student has a general explanation for choice of choreography๏ Student can identify specific tasks required for Spring juried review






๏ Own: Student can present a plan designed to continue their dance experience while at A3

๏ An idea for choreography or a dance to perform, but student can’t articulate it clearly๏ Rough Planning for rehearsal process๏ Student has a general explanation for choice of choreography, but can’t articulate it clearly๏ Student can identify tasks required for Spring juried review with some prompting






๏ Own: Student comments briefly on a plan designed to continue their dance experience while at A3

๏ Student cannot articulate an idea for choreography or a dance to perform๏ No planning evident for rehearsal process๏ Student has a limited explanation for choice of choreography๏ Student cannot identify tasks required for Spring juried review with some prompting





๏ Own: Student does not present a plan designed to continue their dance experience while at A3


Structure: Student prepares and presents… 1. Present detailed plans for your Spring Juried Review, including selection of

choreographic topic, rehearsal preparations, and plans for your dance experience while at A3. *See specific guidelines.

2. A 10 minute speech that demonstrates three work samples of artistic or academic work (must include at least ONE of each), that meets the following criteria:

๏ Shows growth in Dance since their first year at A3, ๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

SOPHOMORE JURIED REVIEW RUBRIC: DanceStudent Name: _________________________________________ Reviewer: ____________________________________________

Dance Presentation - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Choreography plan created๏ Choreography in rehearsal process๏ Student has clear explanation for choice of choreography๏ Student can identify specific tasks required for the Spring juried

review and offer a plan for completion










๏ Own: Student can present a compelling plan designed to enhance their dance experience while at A3

๏ An idea for choreography or a dance to perform๏ Planning for rehearsal process๏ Student has a general explanation for choice of choreography๏ Student can identify specific tasks required for Spring juried

review










๏ Own: Student can present a plan designed to continue their dance experience while at A3

๏ An idea for choreography or a dance to perform, but student can’t articulate it clearly

๏ Rough Planning for rehearsal process๏ Student has a general explanation for choice of choreography, but

can’t articulate it clearly๏ Student can identify tasks required for Spring juried review with

some prompting






there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group




๏ Own: Student comments briefly on a plan designed to continue their dance experience while at A3

๏ Student cannot articulate an idea for choreography or a dance to perform

๏ No planning evident for rehearsal process๏ Student has a limited explanation for choice of choreography๏ Student cannot identify tasks required for Spring juried review

with some prompting










๏ Own: Student does not present a plan designed to continue their dance experience while at A3


Structure: Student prepares and presents… 1. Present detailed plans for your Spring Juried Review, including selection of

choreographic topic, rehearsal preparations, and plans for your dance experience while at A3.

2. A 10 minute speech that demonstrates three examples of artistic or academic work (must include at least ONE of each), that meets the following criteria:

๏ Shows growth in The Arts since their first year at A3, ๏ Shows proficiency in Dance and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

JUNIOR JURIED REVIEW RUBRIC: Media ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Media Arts Portfolio PresentationWorth 50%



4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Student presents work utilizing presentation software including but not limited to PowerPoint, Keynote, Prezi, Google Presentation, video or slideshow.

๏ Presentation is free from significant formatting errors (i.e: no spelling errors, typos, etc.).๏ Presentation is engaging, flows smoothly๏ Presentation makes clear and compelling connections to academics and community






๏ Own: Student can present a compelling plan designed to enhance their media arts experience while at A3

๏ Student presentation presentation software sufficient, but may have minor deficiencies, be a bit incomplete, or need refinement

๏ Formatting errors present, but do not impede the audience’s understanding๏ Presentation holds audience interest, but may suffer from the occasional error or delay๏ Presentation makes connections to academics and community






๏ Own: Student can present a plan designed to continue their media arts experience while at A3

๏ Student presentation presentation software incomplete, or needs significant refinement๏ Significant formatting errors present.๏ Audience’s attention wanders, presentation difficult to follow๏ Presentation attempts to make connections to academics and community






๏ Own: Student comments briefly on a plan designed to continue their media arts experience while at A3

๏ no presentation software used or use was inadequate๏ student has spent little time preparing, revising work๏ has overlooked or ignored a significant area of improvement





๏ Own: Student does not present a plan designed to continue their media arts experience while at A3




remediation notes

Structure: Student prepares and presents… 1. Three or four Media Arts pieces.2. A 10 minute speech that demonstrates three work samples of artistic or academic

work (must include at least ONE of each), that meets the following criteria: ๏ Shows growth in Media Arts since their first year at A3,

๏ Shows mastery in Media Arts๏ Identify and Connect specific class learning targets to their work samples/evidence


SOPHOMORE JURIED REVIEW RUBRIC: Media ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Media Arts Portfolio Presentation - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Student presents work utilizing presentation software including but not limited to PowerPoint, Keynote, Prezi, Google Presentation, video or slideshow.

๏ Presentation is free from significant formatting errors (i.e: no spelling errors, typos, etc.).

๏ Presentation is engaging, flows smoothly๏ Presentation makes clear and compelling connections to

academics and community











๏ Student presentation presentation software sufficient, but may have minor deficiencies, be a bit incomplete, or need refinement

๏ Formatting errors present, but do not impede the audience’s understanding

๏ Presentation holds audience interest, but may suffer from the occasional error or delay

๏ Presentation makes connections to academics and community











๏ Student presentation presentation software incomplete, or needs significant refinement

๏ Significant formatting errors present.๏ Audience’s attention wanders, presentation difficult to follow๏ Presentation attempts to make connections to academics and

community






there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group





๏ no presentation software used or use was inadequate๏ student has spent little time preparing, revising work๏ has overlooked or ignored a significant area of improvement












Structure: Student prepares and presents… 1. Two or three Media Arts pieces.2. A 10 minute speech that demonstrates three examples of artistic or academic work

(must include at least ONE of each), that meets the following criteria: ๏ Shows growth in The Arts since their first year at A3,

๏ Shows proficiency in Media Arts and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

JUNIOR JURIED REVIEW RUBRIC: MusicStudent Name: _________________________________________ Reviewer: ____________________________________________




remediation notes

Structure: Student prepares and presents… 1. Instrumental: Scores and/or parts for audition music (2 works in contrasting

styles). Vocal: Scores of 2 songs with live accompaniment (one must be classical or from musical theatre). Composition: recordings and/or scores of original work, with explanations of origin and process

2. A 10 minute speech that demonstrates three work samples of artistic or academic work (must include at least ONE of each), that meets the following criteria: ๏ Shows growth in Music since their first year at A3, ๏ Shows mastery in Music๏ Identify and Connect specific class learning targets to their work samples/evidence


Music Performance PresentationWorth 50%






4Advanced

3Proficient

Instrumental๏ Rhythm: clearly articulated rhythms, including tuplets, syncopation and hemiola;appropriate and consistent tempos๏ Tone: focused and dynamically balanced throughout registers; consistent throughout performance; appropriate use of different tone colors to enhance stylistic elements of pieces๏ Technique: performer exhibits complete technical command of the material๏ Style: clearly demonstrated understanding of stylistic differences in works; articulations and tone appropriate to context

Instrumental๏ Rhythm: clearly articulated rhythms, including tuplets, syncopation and hemiola;appropriate and consistent tempos๏ Tone: focused and dynamically balanced throughout registers; consistent throughout performance; appropriate use of different tone colors to enhance stylistic elements of pieces๏ Technique: performer exhibits complete technical command of the material๏ Style: clearly demonstrated understanding of stylistic differences in works; articulations and tone appropriate to context

Vocal๏ Pitch: consistently centers pitch in all vocal registers๏ Technique: consistently exhibits mastery of breath control๏ Tone: consistently uses appropriate tone colors according to the specific style/genre of pieces๏ Rhythm: consistently uses appropriate tempos and clearly articulated rhythms๏ Diction: consistently enunciates appropriately in all languages

Composition๏ Motif/Theme: all motifs are clearly stated; cohesive motivic development occurs throughout the work๏ Form: Structural elements are consistent and lead to a logical climax and conclusion; use of repetition and variation provides balance to the composition๏ Conception: composer can clearly explain the “spine” of the composition๏ Orchestration: use of instrumentation to delineate foreground and background is clear and consistent; orchestration is idiomatic to instrumental capabilities






๏ Own: Student can present a compelling plan designed to enhance their music experience while at A3

Instrumental๏ Rhythm: well-articulated simple rhythms; tuplets and basic syncopation generally clear andconsistent; appropriate and consistent tempos๏ Tone: focused and dynamically balanced except in extreme registers; consistent tone throughout performance๏ Technique: performance exhibits a general technical command of the material; articulation consistent except in more demanding passages๏ Style: performance demonstrates general historical knowledge; may not offer deeper emotionalunderstanding

Vocal๏ Pitch: consistently centers pitch in all registers with very few “off” notes๏ Technique: consistently exhibits mastery of breath control in all but the most challenging passages๏ Tone: usually uses appropriate tone colors according to the specific style/genre of pieces๏ Rhythm: consistently uses appropriate tempos and clearly articulated rhythms in all but challenging passages๏ Diction: consistently enunciates appropriately in their native language but lacks in foreign languages

Vocal๏ Pitch: consistently centers pitch in all registers with very few “off” notes๏ Technique: consistently exhibits mastery of breath control in all but the most challenging passages๏ Tone: usually uses appropriate tone colors according to the specific style/genre of pieces๏ Rhythm: consistently uses appropriate tempos and clearly articulated rhythms in all but challenging passages๏ Diction: consistently enunciates appropriately in their native language but lacks in foreign languages

Composition๏ Motif/Theme: all motifs are clearly stated; motivic development may be inconsistent๏ Form: structural elements are consistent; the work has both a climax and a conclusion; imbalances betweenrepetition and variation makes discourse more difficult to follow๏ Conception: composer is able to explain in general terms the “spine” of the composition๏ Orchestration: foreground of piece is clearly delineated through orchestration; standard instrumental capabilities are observed






๏ Own: Student can present a plan designed to continue their music experience while at A3

SOPHOMORE JURIED REVIEW RUBRIC: MusicStudent Name: _________________________________________ Reviewer: ____________________________________________

Music Presentation - Worth 25%Music Presentation - Worth 25%Music Presentation - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

Instrumental๏ Rhythm: clearly articulated rhythms, including triplets and simple syncopations; steady and consistenttempos๏ Tone: consistent, focused sound throughout all registers; dynamic balance in allbut extreme registers๏ Technique: performer exhibits complete technical command of the material; articulations are alwaysclear and consistent

Vocal:๏ Pitch: consistently centers pitch in all vocal registers๏ Technique: consistently exhibits mastery of breath control๏ Rhythm: consistently uses appropriate tempos and clearly articulated rhythms๏ Diction: consistently enunciates appropriately in their native language

Composition:๏ Motif: motifs are clearly stated; all material is related to a common rhythmic pulse๏ Form: work has a clearly discernable form๏ Conception: composer can clearly explain the “spine” of the composition; underlying intent of work is clear




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student defines a detailed and efficient

sequence of steps to implement all aspects of their work, including monitoring, adjusting the plan, and utilizing group members skills and talents.





๏ Own: Student can present a compelling plan designed to enhance their music experience while at A3

Instrumental๏ Rhythm: appropriate and consistent tempos; well-articulated simple rhythms๏ Tone: focused sound in all but extreme registers๏ Technique: performance exhibits a general technical command of the material; articulations are generally clear and consistent

Vocal:๏ Pitch: consistently centers pitch in all registers with very few “off” notes๏ Technique: consistently exhibits mastery of breath control in all but the most challenging passages๏ Rhythm: consistently uses appropriate tempos and clearly articulated rhythms in all but challenging passages๏ Diction: usually enunciates appropriately in their native language

Composition:๏ Motif: motifs are rhythmically clear; motif and accompaniment are rhythmically connected๏ Form: elements of form are present, but may lack differentiation๏ Conception: composer is able to explain in general terms the “spine” of the composition




Big Picture Thinking, Teamwork & Group Skills๏ Design: Students defines a sequence of steps for

implementing the project including monitoring and adjusting the plan.

๏ Create: Student solves problems along the way, including group member challenges ,adjusting to circumstances as they arise.

๏ Student provides evidence of at least three elements of: group communication, time & task management, sharing work, mutual respect, and resolving conflict



๏ Own: Student can present a plan designed to continue their music experience while at A3


Structure: Student prepares and presents… 1. A three to five minute Music presentation of two instrumental, vocal or original

compositions. 2. A 10 minute speech that demonstrates three examples of artistic or academic work


๏ Shows growth in The Arts since their first year at A3, ๏ Shows proficiency in Music and the arts๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

JUNIOR JURIED REVIEW RUBRIC: Liberal ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Presentation or Portfolio DemonstrationWorth 50%



4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Has evidence of synthesizing or analyzing learning integrating A3 and college coursework๏ Has evidence of writing at the college level that can include, but is not limited to:

๏ Written arguments or analysis that use valid reasoning and shows knowledge of rhetoric.๏ Have written work that demonstrates beyond proficiency and correct use of citations (MLA). ๏ Can use academic specific vocabulary and demonstrates understanding at the college level in field of study






๏ Own: Student can present a compelling plan designed to enhance their renaissance experience while at A3

๏ Has evidence of synthesizing or analyzing integrating learning at A3๏ Has evidence of writing at the college entry level or advanced high school level that may include:

๏ Has evidence of written arguments or analysis that use valid reasoning and shows knowledge of rhetoric.๏ Have written work that demonstrates beyond proficiency and correct use of citations (MLA). ๏ Can explain academic vocabulary use and understanding at the entry college level in field of study though some

struggles, but not significant






๏ Own: Student can present a plan designed to continue their renaissance experience while at A3

๏ Has limited or lacks significant evidence of synthesizing or analysis of learning๏ Has evidence of writing at the high school level OR may not include any of the following:

๏ Has evidence of written arguments or analysis that use valid reasoning and shows knowledge of rhetoric.๏ Have written work that demonstrates beyond proficiency and correct use of citations (MLA). ๏ Academic vocabulary is limited or does not relate to field of study or has limitations in understanding






๏ Own: Student comments briefly on a plan designed to continue their renaissance experience while at A3

๏ Lacks synthesizing or analysis of learning๏ High school level in writing is not proficient OR may not include any of the following:

๏ Has evidence of written arguments or analysis that use valid reasoning and shows knowledge of rhetoric.๏ Have written work that demonstrates beyond proficiency and correct use of citations (MLA). ๏ Lacks accurate or appropriate use of academic vocabulary OR does not relate to field of study

๏ Explore: Work is not a stretch for student.๏ The link between art and academic work is absent๏ Own: Student fails to identify learning targets or reflect on why




๏ Own: Student does not present a plan designed to continue their renaissance experience while at A3


Structure: Student prepares and presents… 1. A five to eight minute portfolio presentation in a Liberal Arts curriculum, measured against standards set by

the an advisor. 2. A 10 minute speech that demonstrates three work samples of artistic or academic work (must include at

least ONE of each), that meets the following criteria:

๏ Shows growth in since their first year at A3, ๏ Shows mastery in Humanities subject matter๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notesHas declared and has a specific plan in a Liberal Arts area of study that is part of students 4 year plan: General Education Requirements-working towards college degree OR College major exploration-taking classes in an area of

interest OR Going beyond 2 years of high school Spanish

SOPHOMORE JURIED REVIEW RUBRIC: Liberal ArtsStudent Name: _________________________________________ Reviewer: ____________________________________________

Portfolio Presentation - Worth 25% Integration of Arts & Academics - Worth 50%Integration of Arts & Academics - Worth 50% Plans for the future - Worth 25%

4Advanced

3Proficient

2Needs

Improve-ment

1Limited

๏ Has evidence of synthesis or analysis in College Now coursework or in A3 courses

๏ Has evidence of reading or writing at the entry college level-can include College Now coursework

๏ Has evidence of writing narratives beyond Oregon State Writing proficiency level AND

๏ Has evidence of significant writing improvement using EDCRO & drafting๏ Has evidence of accurate use of English conventions











๏ Has evidence of beyond proficiency in Academic courses demonstrating synthesis and/or analysis of learning

๏ Has evidence of reading or writing at proficiency in Academic courses๏ Has evidence of writing narratives at proficient level using EDCRO & drafting

and/or shows significant improvement in drafts๏ Has evidence of accurate use of English conventions in writing or

presentations




Big Picture Thinking, Teamwork & Group Skills๏ Design: Students defines a sequence of steps for implementing the

project including monitoring and adjusting the plan.๏ Create: Student solves problems along the way, including group

member challenges ,adjusting to circumstances as they arise.๏ Student provides evidence of at least three elements of: group





๏ Has evidence of approaching proficiency in Academic courses or lacks demonstration of synthesis and/or analysis of learning

๏ Has evidence of reading or writing at an approaching proficient level in Academic courses

๏ Has evidence of writing narratives but level is approaching proficient or proficient without drafting or EDCRO or drafting

๏ Has evidence of writing improvement but lacks accurate use of English conventions




Big Picture Thinking, Teamwork & Group Skills๏ Design: Student attempts to describe project implementation steps,

but has missing or problematic elements and needs refinement.๏ Create: Progress is obviously slowed by obstacles and circumstances

that arise; there is little evidence of problem solving..๏ Student provides evidence of only one or two elements of: group





๏ Lacks evidence of proficiency in Academic courses and/or lacks evidence of synthesis and/or analysis

๏ Reading and writing is approaching proficiency Academic courses๏ Has evidence of writing without drafting or EDCRO documentation๏ Writing lacks accurate use of English conventions




Big Picture Thinking, Teamwork & Group Skills๏ Design: The steps described are very general or vague and do not

reflect sufficient planning.๏ Create: Student work is compromised by the failure to solve problems

during the process.๏ Student provides no evidence : group communication, time & task






Structure: Student prepares and presents… 1. A five to eight minute portfolio presentation in a Liberal Arts curriculum, measured

against standards set by the an advisor. 2. A 10 minute speech that demonstrates three work samples of artistic or academic


๏ Shows growth in since their first year at A3, ๏ Shows mastery in Humanities subject matter๏ Identify and Connect specific class learning targets to their work samples/evidence




remediation notes

Health Course Progression Evidence of EDCRO Plans for the Future

4 Advanced(Honors)

Evidence of Exceeding Proficiency Evidence of Exceeding Proficiency Evidence of Exceeding Proficiency

3 Proficient

Criteria for meeting

proficiency

• Describe the courses you have completed, and are currently taking from the LCC’s Basic Health Certificate course requirements

• Explain how these courses are valuable for your college/career plan

• Describe your internship and how it was relevant to your health career focus

• Your essay shows evidence of research and exploration of a Health Occupations topic and there is a thoughtful reflection of how it relates to your career plansYour work samples should:- Have a clear connection to a specific learning target- One should demonstrate how you have used the EDCRO process to

improve the quality of your work this year- One should demonstrate how persistence and refinement resulted in

mastery of a Health Occ skill/topic- One should demonstrate show use of of one or more of the 16

Habits of Mind.

• Present courses planned for your Senior year to further develop your Health subject matter expertise

• Provide a senior project plan that will highlight your Health Occupations skills and benefit the A3 community

• List internship possibilities for next year and explain how they will expand your current Health Occupations skill set

• Identify 3 college/technical programs that relate your area of focus, including requirements, cost, and application deadlines

2 Concerns

Areas that Need WorkAreas that Need WorkAreas that Need Work

Student: _____________________________________ Reviewer: _____________________________________

Reviewerʼs Recommendation__ Advanced __ Proficient __ Concerns __ LimitedHealth Occupations Junior End of Year Review

Directions: Prepare a 15 minute digital presentation that highlights evidence of exploration and mastery in your Health Occupations focus area, followed by 10 minutes of questions. Your presentation should have the following components:

Basic Health Certificate Course Progression

HO 100HO 101HO 110HO 150

Writing 115, 121BT 120MTH 52 or higher Health related internship

Evidence of EDCROHealth OCC Essay3 Work Samples • 1 should demonstrate mastery in Health

Occupations• 1 should demonstrate the EDCRO process• 1 should show use of the Habits of Mind

Plans for the FutureSenior year course planSenior Project IdeasInternship IdeasCollege/Technical programs

*1 Limited: Little or no evidence is presented

Health Course Progression Evidence of EDCRO Plans for the Future

4 Advanced(Honors)


3 Proficient


proficiency

• Describe the courses you have completed, and are currently taking from the LCC’s Basic Health Certificate course requirements


• Your essay shows evidence of research and exploration of a Health Occupations topic and there is a thoughtful reflection of how it relates to your career plansYour work samples should:- Have a clear connection to a specific learning target- One should demonstrate how you have used the EDCRO process to

improve the quality of your work this year- One should demonstrate how persistence and refinement resulted in

mastery of a Health Occ skill/topic- One should demonstrate show use of of one or more of the 16

Habits of Mind.

• Present courses planned for your Junior year to further develop your Health subject matter expertise

• Provide 3 ideas for a senior project plan that will highlight your Health Occupations skills and benefit the A3 community

• List internship possibilities for next year and explain how they will expand your current Health Occupations skill set


2 Concerns

Areas that Need WorkAreas that Need WorkAreas that Need Work


Reviewerʼs Recommendation__ Advanced __ Proficient __ Concerns __ LimitedHealth Occupations Sophomore End of Year Review

Directions: Prepare a 15 minute digital presentation that highlights evidence of exploration and mastery in your Health Occupations focus area, followed by 10 minutes of questions. Your presentation should have the following components:

Basic Health Certificate Course Progression

HO 100HO 101HO 110HO 150

Writing 115, 121BT 120MTH 52 or higher Health related internship

Evidence of EDCROHealth OCC Essay3 Work Samples • 1 should demonstrate mastery in Health

Occupations• 1 should demonstrate the EDCRO process• 1 should show use of the Habits of Mind

Plans for the FutureJunior year course planSenior Project IdeasInternship IdeasCollege/Technical programs


STEM Course Progression Evidence of EDCRO Plans for the Future

4 Advanced

(Honors)


3 Proficient


proficiency

• Describe the courses you have completed, and are currently taking from the STEM Honors course requirements


• Describe your internship and how it was relevant to your STEM career focus

• Your essay shows evidence of research and exploration of a STEM topic and there is a thoughtful reflection of how it relates to your career plansYour work samples should:- Have a clear connection to a specific learning target- One should demonstrate how you have used the EDCRO

process to improve the quality of your work this year- One should demonstrate how persistence and refinement

resulted in mastery of a STEM skill/topic- One should demonstrate show use of of one or more of the

16 Habits of Mind.

• Present courses planned for your Senior year to further develop your STEM subject matter expertise

• Provide a senior project plan that will highlight your STEM skills and benefit the A3 community

• List internship possibilities for next year and explain how they will expand your current STEM skill set


2 Concerns Areas that Need WorkAreas that Need WorkAreas that Need Work


Reviewerʼs Recommendation__ Advanced __ Proficient __ Concerns __ LimitedSTEM Junior End of Year Review

Science·Technology·Engineering·Math

STEM Course ProgressionTwo A3 STEM electivesMath 95Writing 1152 additional STEM related college classesSTEM related internship

Evidence of EDCROSTEM essay3 Work Samples • 1 should demonstrate mastery in STEM• 1 should demonstrate the EDCRO process• 1 should show use the Habits of Mind

Plans for the FutureSenior year course planSenior Project IdeasInternship IdeasCollege/Technical programs

Directions: Prepare a 15 minute digital presentation that highlights evidence of exploration and mastery in your STEM focus area, followed by 10 minutes of questions. Your presentation should have the following components:


STEM Course Progression Evidence of EDCRO Plans for the Future

4 Advanced

(Honors)


3 Proficient


proficiency

• Describe the courses you have completed, and are currently taking from the STEM Honors course requirements


• Your essay shows evidence of research and exploration of a STEM topic and there is a thoughtful reflection of how it relates to your career plansYour work samples should:- Have a clear connection to a specific learning target- One should demonstrate how you have used the EDCRO

process to improve the quality of your work this year- One should demonstrate how persistence and refinement

resulted in mastery of a STEM skill/topic- One should demonstrate show use of of one or more of the

16 Habits of Mind.

• Present courses planned for your Junior year to further develop your STEM subject matter expertise

• Provide a 3 ideas for a senior project plan that will highlight your STEM skills and benefit the A3 community

• List internship possibilities for next year and explain how they will expand your current STEM skill set


2 Concerns Areas that Need WorkAreas that Need WorkAreas that Need Work


Reviewerʼs Recommendation__ Advanced __ Proficient __ Concerns __ LimitedSTEM Sophomore End of Year Review

Science·Technology·Engineering·Math

STEM Course ProgressionTwo A3 STEM electivesMath 95Writing 115

Evidence of EDCROSTEM essay3 Work Samples • 1 should demonstrate mastery in STEM• 1 should demonstrate the EDCRO process• 1 should show use the Habits of Mind

Plans for the FutureJunior year course planSenior Project IdeasInternship IdeasCollege/Technical programs

Directions: Prepare a 15 minute digital presentation that highlights evidence of exploration and mastery in your STEM focus area, followed by 10 minutes of questions. Your presentation should have the following components:


STEM and Health Occupations Essay Prompts:

STEMResearch and find a topic in STEM (Science, Technology, Engineering and Math) that interests you. Write a 500-800 word essay that covers the prompts below. You will turn in the paper and present highlights from your paper in your Final Review presentation.

• Describe the scientific principles that your STEM topic covers: Tell us about the history of your topic. Is there any current research being done on your topic, and if so what is it? How is the topic beneficial to the world?

• Reflect on your interest in this topic by addressing some of the following questions: How does this topic relate to you? How does this topic inspire you to go into a STEM field? How does this topic relate to your future career in STEM? How can you see yourself pursuing this topic in the future?

Health OccupationsResearch and find a topic in Health that interests you. Write a 500-800 word essay that covers the prompts below. You will turn in the paper and present highlights from your paper in your Final Review presentation.

• Describe the scientific principles that your Health topic covers: Tell us about the history of your topic. Is there any current research being done on your topic, and if so what is it? How is the topic beneficial to the world?

• Reflect on your interest in this topic by addressing some of the following questions: How does this topic relate to you? How does this topic inspire you to go into a Health field? How does this topic relate to your future career in Health? How can you see yourself pursuing this topic in the future?

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