BFA Sample Rubrics. 1. Beginning 2. Developing 3. Proficient 4. Expanding

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1 BFA Sample Rubrics Physical Education: 2. Knowledge & Motor Skills - Application (Either a or b) Apply knowledge of concepts, principles, strategies and tactics related to movement and performance. a. Demonstrate competence in a form of dance by designing a dance or by giving a performance. (Dance students only) 1. Beginning 2. Developing 3. Proficient 4. Expanding Recognize possible designs for the production elements of a performance or dance. Recognize competence (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. Evaluate possible designs for a dance or dance production and select and execute the ideas that would intensify and heighten the artistic intent of the dances. Demonstrate competence (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer. Work collaboratively to produce a dance and/or dance concert on a stage or in an alternative performance venue and plan the production elements that would be necessary to fulfill the artistic intent of the dance works. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Implement performance strategies to enhance projection. Post-performance, accept notes from choreographer and Work collaboratively to design a dance or produce dance concerts in a variety of venues, and design and organize the production elements that would be necessary to fulfill the artistic intent of the dance works in each of the venues. Consistently demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Model performance etiquette and performance practices during class, rehearsal and performance. Post-performance,cre

2 apply corrections to future performances. ate critiques and add corrections to future performances. b. Use movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in selected skills. Practice movement variations in selected skills I can.. Apply movement concepts and principles of selected skills to improve performance for myself and others (e.g., force, motion, rotation) during practice sessions Distinguish the appropriate necessary movement concepts and principles of selected skills for improved game play Manipulate my opponent with the appropriate movement concepts and principles of selected skills during competitive game play. Health Education: 5. Decision-making and goal setting: demonstrate the ability to use decision-making skills and goal setting to enhance health. a. Justify when individual or collaborative decision making is appropriate 1. Beginning 2. Developing 3. Proficient 4. Expanding Recognize when there is a need to make a thoughtful (consideration of choices) decision for myself Identify decisions that require collaboration (consideration of others input, values and beliefs) Justify with reasons when individual or collaborative (consent, conflict) decision making is appropriate Recommend to peers when collaborative versus individual decision making is appropriate (necessary for the health of all involved) b. Generate alternatives to health-related issues or problems List health related issues or problems (questions) that a high school student may face and make decisions about Propose obvious alternatives to specific health-related issues or problems Research alternatives that could be helpful for solving health related issues or problems Prioritise alternatives and recommend only healthy alternatives that could be helpful to

3 solve health-related issues or problems c. Evaluate the effectiveness of health-related decisions List pros and cons of a health-related choice. Identify pros and cons of choices linked to health-related decisions. Predict the potential outcomes both pros and cons of each possible alternative, including short-term and long-term effects and determine which alternatives are most effective (healthiest outcomes) Dispute perceived positives of possible unhealthy alternatives and persuade peers to choose the most effective alternative d. Defend the healthy choice when making decisions List personal values and goals linked to decision making. Identify various choices that support my values and goals in decision making. Defend a choice as the healthiest by appraising values and beliefs (e.g., long-term goals, future, family & culture beliefs, health and safety)that have been considered when determining the most effective outcomes of the decision. Defend and promote the healthiest choice when making decisions. e. Assess personal health practices and overall health status List healthy and risky practices in various dimensions of wellness. Identify personal health practices by participating in surveys and assessments (e.g., nutrition, exercise, emotional health, communication, etc.) of health. Analyze personal health practices in various dimensions as well as overall health by interpreting the results of surveys and assessments. Further evaluate personal health practices and overall health status by initiating participation in additional surveys and/or assessments.

4 f. Develop a plan to attain a personal health goal that addresses strengths, needs and risks. Identify my personal health strengths, needs, and risks. I can... Construct a list of steps necessary to create a personal health goal based on my health strengths, needs, and risks. Analyze and develop a plan to attain a personal health goal that addresses strengths, needs, and risks. I can... Evaluate behavior to modify and implement improvements to a personal health goal that addresses strengths, needs, and risks. g. Implement strategies and monitor progress in achieving a personal health goal. Identify and give examples of aspects of SMART ( S pecific, M easurable, A ttainable, R elevant, T imely) goals. Create a personal health goal using SMART goal strategies. Implement SMART goal strategies and monitor progress in achieving a personal health goal. Re-assess and adjust SMART goals to achieve long term and lifetime personal health goals. Foods Classes: 1. Food Science, Dietetics, and Nutrition Apply risk management procedures to food safety, food testing, and sanitation a. Analyze factors that contribute to foodborne illness b. Demonstrate practices and procedures that assure personal and workplace health and hygiene a. Analyze factors that contribute to foodborne illness. 1. Beginning 2. Developing 3. Proficient 4. Expanding I can identify some factors that contribute to foodborne illness. I can explain how food borne illness happens. I can analyze factors that contribute to foodborne illness and steps needed to prevent it. I can determine what is risky food safety, how to solve the situation and keep people safe. B. Demonstrate practices and procedures that assure personal and workplace health and hygiene. I can list practices and procedures that help keep homes and workplaces safe. I can identify and use some practices and procedures that I can demonstrate practices and procedures that assure personal and I can advocate for practices and procedures that

5 keep homes and workplaces safe. workplace health and hygiene. assure a safe home and workplace. 9th Grade English PBGR PBGR Transferable Skill Indicator Emerging Developing Proficient Expanding Reading: Students can comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts. Clear and Effective Communication Integrated and Informed Thinking Analysis * Evidence * I can determine explicit meaning of the text (retelling), but I have yet to determine implicit meaning. I cite evidence that is weak or does not support a point. I can determine explicit meaning of the text, and I am beginning to determine implicit meaning. I cite evidence that is beginning to support a point. I can determine both explicit and implicit meanings of text. I cite evidence to support a point. I can independently and/or insightfully determine implicit meanings of text, including inferences that can be drawn and where the text leaves matters uncertain. I cite compelling evidence to support a point. Comprehensi on* I have a vague or unclear understanding of text. I am beginning to demonstrate understanding of text. I can demonstrate understanding of text. I can demonstrate understanding of complex text. Writing: Students can produce clear and coherent writing for a range of tasks, purposes, and audiences. Clear and Effective Communication Integrated and Informed Thinking Claim* Evidence* I provide an unidentifiable claim or vague position or I fail to address the prompt. I provide evidence that does not support my claim. I provide an unclear or developing claim that suggests a vague position. I provide limited evidence that attempts to support my claim. I can introduce a claim that is arguable and takes a position. I can provide sufficient evidence to support my claim. I can introduce a complex claim with multiple arguments that takes an identifiable position. I can cite compelling evidence to support my claim. Analysis* I use flawed reasoning or do not connect my evidence to my claim. I use limited or unclear reasoning to connect my evidence to my claim. I use reasoning to show a clear connection between my evidence and my claim. I can independently and/or insightfully use reasoning to connect my evidence to my claim. Organization * I do not follow a given format to organize my writing I am beginning to organize my writing by I can organize my writing by following a I independently and/or effectively organize my writing.

6 following a given format and structure given format and structure. Critical Thinking I do not write informative/explanato ry text to examine and convey ideas, concepts and information I am beginning to write informative/explanatory text to examine and convey ideas, concepts and information I can write informative/explanatory text to examine and convey ideas, concepts and information. I can write informative/explanatory text to explore, examine and convey complex ideas, concepts and information Speaking and Listening: Students can initiate and participate effectively in a range of discussions and/or presentations, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively. Clear and Effective Communication *Choose 1 speaking indicator Listening* Speaking (Discussion)* Speaking (Presentation )* I do not listen respectfully to diverse perspectives. I do not contribute to the discussion. I struggle to express ideas clearly I am beginning to listen respectfully to diverse perspectives. I am beginning to contribute comments and/or I need some prompting to contribute appropriately. I am beginning to express ideas clearly I can listen respectfully to diverse perspectives. I can respond appropriately to diverse perspectives, and I can balance sharing my own ideas. I can express ideas clearly I listen respectfully to diverse perspectives and demonstrate understanding of the content and information conveyed. I can effectively and insightfully move discussion forward by summarizing, linking, questioning, and/or clarifying students ideas. I can express ideas clearly and confidently Language: Students can demonstrate the ability to apply knowledge of language when writing or speaking. Clear and Effective Communication Style/Tone Understandin g of Language * I use tone and vocabulary that are inappropriate for the audience. My understanding of figurative language and/ or nuances in word use is vague or unclear. I am beginning to use appropriate tone and/or vocabulary suitable to the audience. I am beginning to demonstrate understanding of figurative language and/or nuances in word use. I can use appropriate academic vocabulary and/or tone suitable to the audience. I can demonstrate understanding of figurative language and/or nuances in word use. I can use precise academic vocabulary and tone suitable to the audience to enhance my communication. I can apply my understanding of figurative language and/or nuances in word use. Grammar and Usage I make significant errors in vocabulary, syntax and/or grammar in written communication. I make many errors in vocabulary, syntax and/or grammar in written communication. I use appropropriate vocabulary, syntax and grammar in written communication. My use of appropriate vocabulary, syntax and grammar enhances and elevates my written communication.

7 Mechanics * I make significant errors in capitalization, punctuation and/or spelling that negatively impact my writing. I make many errors in capitalization, punctuation and/or spelling that affect the meaning in my writing. My capitalization, punctuation and spelling are accurate in my writing. My capitalization, punctuation and spelling are accurate and enhance meaning in my writing. Asterisk * = Required indicator SOCIAL STUDIES GRADUATION REQUIREMENT #1 Inquiry Students make sense of the world through questioning and developing reasonable explanations to support such inquiry through the analysis of information. 4--Expanding 3--Proficient 2--Approaching 1--Emerging 0--Insufficient I can generate and respond to compelling questions and analyze information to generate evidence-based argument(s) I can respond to compelling questions and analyze information to generate an evidence-based argument. I can respond to compelling questions and, with assistance, analyze information to generate an evidence-based argument. I can identify a compelling question. Insufficient evidence of learning.

8 Science and Engineering Practice Earth Science Proficiency Scales Emerging 2 - Developing 3 - Proficient 4 - Expanding #1 Asking Questions and Planning Investigati ons 1.1 Testable Questio ns 1.2 Variable s 1.3 Controls Emerging: I struggle to ask testable questions that can be investigated through experimentation, that contain the following: Proper Format Specific Measureable Manipulated/Independent Variable Responding/Dependent Variable(s) Emerging: When given an investigation, I can begin to plan, but need more practice in refining my plan. Emerging: When given variables, I can identify one of them, but need more practice in identifying all of them. Developing: I can ask testable questions that can be investigated through experimentation, but is missing one or more of the following: Proper Format Specific Measureable Manipulated/Independent Variable Responding/Dependent Variable(s) Developing: I can begin to plan an investigation, but incorrectly identify the manipulated variable or responding variable to collect data. Developing: I can provide some of the variables that need to be controlled. Proficient: I can ask testable questions that can be investigated through experimentation and contains the following: Proper Format Specific Measureable Manipulated/Independent Variable Responding/Dependent Variable(s) Proficient: I can plan/evaluate an investigation with a manipulated variable and a responding variable to collect data AND when applicable, I can write a directional hypothesis (if, then, because) about that investigation (if applicable). Proficient: I can evaluate the investigation to determine what variables need to be controlled. effectively evaluate a question to determine if it is testable and relevant. assess whether the variation of the manipulated variable is sufficient Expanding: In addition to 3.0, I am able to accurately discuss possible confounding variables OR I am able to distinguish the difference between the Experimental Group and the Control Group 1.4 Trials Emerging: In an investigation, It is not clear yet that I know to collect at least three trials. Developing: In an investigation, I know to collect at least three trials. Proficient: In an investigation, I know to collect at least three trials of each variation of the manipulated variable and average the trials discuss reasons for collecting multiple trials (Ex - precision, accuracy, reliability, consistency, confidence)

9 2.1 Models Emerging: I struggle to use/make a model to explain how a concept works and explain the relationship between components of a system that contains the following: Proper Vocabulary Diagram/Drawing/Picture Developing: I can use/make a model to explain how a concept works and explain the relationship between components of a system, but is missing one or more of the following: Proper Vocabulary Diagram/Drawing/Picture Proficient: I can use/make a model to explain how a concept works and explain the relationship between components of a system that contains the following: Proper Vocabulary Diagram/Drawing/Picture evaluate merits and limitations (pros and cons) of a model OR compare and contrast different models of the same concept. #2 Developin g and Using Models 2.2 Graphs Emerging: I struggle to develop a model/graph/table that contains the following: Descriptive Title With Variables Axis Labels Axis Units Proper Variable Placement Developing: I can develop a model/graph/table that is missing one or more of the following: Descriptive Title With Variables Axis Labels Axis Units Proper Variable Placement Proficient: I can develop a model/graph/table that includes the following: Descriptive Title With Variables Axis Labels Axis Units Proper Variable Placement consider limitation(s) of the model/graph/table AND can explain how that limitation(s) impacts the ability to interpret the data. 2.3 Simulati ons Developing: I can use a computer model/simulation that allows for manipulation and testing of a proposed process or system but have difficulty in understanding what it represents. Developing: I can use a computer model/simulation that allows for manipulation and testing of a proposed process or system but have some difficulty in understanding what it represents. Proficient: I can use a computer model/simulation that allows for manipulation and testing of a proposed process or system and understand what it represents. recommend how it may be modified to better represent the system or recognizes the limitations in the model. #3 Analyzing Data and Mathemati cal Thinking 3.1 Variable Relation ship Emerging: I can make a simple claim about the trend in the data. Proficient: I can make a quantitative and/or qualitative claim using relevant vocabulary to analyze data about the relationship between the variables that includes SOME of the following: * direct/indirect/no relationship; * linear/nonlinear/random; * positive/negative/no correlation * constant rate of change/changing rate of change Proficient: I can make a quantitative and/or qualitative claim using relevant vocabulary to analyze data about the relationship between the variables that includes the following: * direct/indirect/no relationship; * linear/nonlinear/random; * positive/negative/no correlation * constant rate of change/changing rate of change make a qualitative inference AND I am able to scientifically explain the meaning behind WHY my prediction will happen.

10 #4 Communic ating in Science 3.2 Slope 3.3 Confiden ce in Data 3.4 Math 4.1 Claim Evidenc e Reasoni ng 4.2 Compari ng Argume nts Emerging: I need more practice in applying slope and rate of change. Emerging: I can consider the consistency of measurements in data to determine a level of confidence and reliability, with guidance or support Emerging: I can observe properly solved algebraic equations, but need more help in solving algebraic equations. Emerging: Given a scientific phenomena I can not make an accurate claim about it and need more practice with evidence to support the claim. Emerging: I need more support on comparing and contrasting arguments. Developing: I attempt to calculate slope and rate of change, BUT lack some understanding. Developing: I can consider the consistency (# of trials, controlled variables) of measurements in data to determine a level of confidence and reliability, but may not be accurate. Developing: I can begin to solve algebraic equations (Avg., Slope, Density, ) to solve scientific and /or engineering problems, but cannot determine the correct answer Developing: Given a scientific phenomena I can make a claim about it and but do not support it with valid, reliable evidence Developing: I can begin to compare and contrast competing arguments, but need more support with evidence. Proficient: I can calcualte slope/rate of change between the variables and include proper units Proficient: I can consider the consistency (# of trials, controlled variables) of measurements in data to determine a level of confidence and reliability. Proficient: I can solve algebraic equations (average, slope, density, etc.) to solve scientific and/or engineering problems Proficient: Given a scientific phenomena I can: * Make a claim about it (hypothesis) * Support it with evidence from scientific ideas, principles, models, simulations, investigations, data Proficient: I can compare and contrast competing arguments using sufficient specific evidence make a quantitative inference (extrapolation or interpolation) AND I am able to scientifically explain the meaning behind WHY my prediction will happen. suggest how to increase the level of confidence and reliability in the data by discussing potential sources of error. Expanding: In addition to 3.0, shows work and includes units of measurement Expanding: In addition to 3.0, * Use reasoning to show a clear connection between evidence and claim that includes citing where the information came from. Expanding: In addition to 3.0, I can explain why this kind of argument/disagreement is necessary for the development of accurate scientific ideas and theories OR I can make inference(s) around how this argument is necessary to further the development of the idea or theory.

11 4.3 Summar ies 4.4 CRAAP BFA MATHEMATICS Execution / Justification: Emerging: I cannot summarize the article yet. Emerging: I am not able to evaluate the validity and reliability of information in scientific texts or media reports yet. Developing: I can summarize the main idea of the text, but do not include all of the key points. Developing: I understand some of what to conisder in evaluating the validity and reliability of information in scientific texts or media reports. Proficient: I can effectively summarize scientific text in a short paragraph, which includes the following: The main idea discusses key points Proficient: I can recognize the validity and reliability of information in scientific texts through the following: Currency Relevancy Authority Purpose/Bias provide evidence of active reading through one of the following: Direct textual evidence to support the key points Connecting or relating the key points to a concept Questioning the key points evaluate WHY the texts are valid and reliable in detail. Performance Indicators Execution I can clearly and completely explain my process mathematically with minimal error. I can explain my process mathematically but my work contains error. I can only partially explain my process mathematically and/or my work contains conceptual error. I can only provide my solution. Checking I can check my solutions and correct errors as appropriate. I can check all my solutions but I am unable to revise/correct all of them. I can check my solutions, but do so incorrectly. OR I only partially check my solutions and make corrections to them. I attempt to check my solutions but make no attempt to correct any errors.

12 Communication I can use mathematical language, graphs, diagrams, and/or charts effectively. Answers are put into context when appropriate. I can use mathematical language, graphs, diagrams, and/or charts effectively, but contains minimal errors. I can use mathematical language, graphs, diagrams, and/or charts but not effectively. I use little mathematical language, graphs, diagrams, and/or charts.