Rubric

 

Content Area:  ___ABE Reading___

 

Level:  ___________I___________

 

 

 

4

Exceptional

 

 

 

Using one-paragraph texts with familiar vocabulary at the 2nd and 3rd grade level, reading demonstrates the ability to:

·        Identify reading preferences and reasons for choice

·        Self-correct errors with prompting

·        Regularly use decoding strategies to assist comprehension

·        Retell text with few gaps and errors

·        Independently compare reading with personal experience

 

3

Competent

 

 

 

Using one-paragraph texts with familiar vocabulary at the 1st or 2nd  grade level, reading demonstrates the ability to:

·        Identify reading preferences and reasons for choice

·        With prompting, self-correct errors

·        Sometimes use decoding strategies to assist comprehension

·        Retell text with some gaps and errors

·        With prompting, compare reading with personal experience

 

2

Developing

 

 

 

Using one-paragraph texts with familiar vocabulary at the 1st  grade level, reading demonstrates the ability to:

·        Lack clarity about reading preferences

·        With assistance, correct errors

·        Occasionally use decoding strategies to assist comprehension

·        Partially recall text

·        With prompting, compare reading with personal choice

 

1

Beginning

 

 

 

Using one-paragraph texts with familiar vocabulary at the 1st  grade level, reading demonstrates the ability to:

·        Desire to read but inability to describe preference

·        Recognize survival words and names and sounds of some letters

·        Recall highlights of aural text

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _____ ABE Reading__

 

Level:  __________II____________

 

 

 

4

Exceptional

 

 

 

Using multi-paragraph texts at the 4th  grade level, reading demonstrates the ability to:

·        Describe reading preference and reasons for choice

·        Regularly use a wider set of reading strategies to assist comprehension

·        Retell the text independently and accurately

·        Summarize the main idea and supporting details

·        Comprehend real life texts of daily importance

·        Independently compare reading with personal experience

 

3

Competent

 

 

 

Using multi-paragraph texts at the 4th  grade level, reading demonstrates the ability to:

·        Describe reading preference and reasons for choice

·        Regularly use a limited set of reading strategies to assist comprehension

·        Independently retell the text

·        Identify the main idea and supporting details

·        Comprehend real life texts of daily importance

·        Independently compare reading with personal experience

 

2

Developing

 

 

 

Using multi-paragraph texts at the 4th  grade level, reading demonstrates the ability to:

·        Describe reading preference and reason for choice

·        Use a limited set of reading strategies to assist comprehension

·        With reference to text, can retell the text

·        With help, identify the main idea

·        Struggle with real life texts of daily importance

·        Compare reading with personal experience

 

1

Beginning

 

 

 

Using multi-paragraph texts at the 4th  grade level, reading demonstrates the ability to:

·        Describe reading preference and reason for choice

·        With prompting, use a limited set of reading strategies to assist comprehension

·        With reference to text, can retell text with gaps and errors

·        Struggle to read and avoids real life texts of daily importance

·        With prompting, compare reading with personal experience

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ABE Reading___

 

Level:  __________III____________

 

 

 

4

Exceptional

 

 

 

Using multi-level paragraph texts at the 6th grade level with an approximate fluency of 100-150 WPM, reading demonstrates the ability to:

·        Describe reading preference and with help select appropriate materials

·        Purposefully use a wide set of reading strategies to increase comprehension; summarize and interpret text with ease

·        Expand reading choice to include a wide variety of texts and genres, and reports reading for pleasure

·        Independently apply knowledge gained from reading to real life needs and goals

 

3

Competent

 

 

 

Using multi-level paragraph texts at the 6th grade level with an approximate fluency of 100-150 WPM, reading demonstrates the ability to:

·        Describe reading preference and reasons for choice

·        Use a wide set of reading strategies to increase comprehension

·        Independently summarize and interpret text

·        Expand reading choice to include a variety of texts and genres

·        Apply knowledge gained from reading to real life needs and goals

 

2

Developing

 

 

 

Using multi-level paragraph texts at the 6th grade level with an approximate fluency of 100-150 WPM, reading demonstrates the ability to:

·        Describe reading preference and reason for choice

·        With noticeable effort, use a wide set of reading strategies to increase comprehension

·        With help, summarize and interpret text

·        Occasionally, apply knowledge gained to real life needs and goals

 

1

Beginning

 

 

 

Using multi-level paragraph texts at the 6th grade level with an approximate fluency of 100-150 WPM, reading demonstrates the ability to:

·        Describe reading preference and reason for choice

·        With noticeable effort, use a limited set of reading strategies to increase comprehension

·        With difficulty, summarizes and interprets texts

·        With guidance, apply knowledge gained from reading to real life needs and goals

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ABE Reading____

 

Level:  ___________IV___________

 

 

 

4

Exceptional

 

 

 

Using materials at the 8th grade level and above with fluency above 150 WPM, reading demonstrates ability to:

·        Independently determine the reading purpose and select the best materials for the purpose

·        Skillfully apply a variety of reading strategies to a wide range of formats and genres

·        Insightfully analyze, evaluate and draw inferences from a text

·        Consistently apply knowledge gained from reading to real life needs and goals.

·        Persevere in reading materials of limited interest to achieve needs and goals

 

3

Competent

 

 

 

Using materials at the 8th grade level and above with fluency above 150 WPM, reading demonstrates ability to:

·        Independently determine the reading purpose and select appropriate materials

·        Apply a wide variety of reading strategies to a wide range of formats and genres

·        Analyze, evaluate and draw inferences from text

·        Apply knowledge gained from reading to real life needs and goals.

·        Persevere in reading materials of limited interest to achieve needs and goals

 

2

Developing

 

 

 

Using materials at the 8th grade level and above with fluency above 150 WPM, reading demonstrates ability to:

·        Determine the reading purpose and with help select appropriate materials

·        With help, apply a variety of reading strategies to a wide range of formats and genres

·        Begin to analyze, evaluate and draw inferences from a text

·        Apply knowledge gained from reading to real life needs and goals.

·        Attempt to persevere in reading materials of limited interest to achieve needs and goals

 

 

 

 

 

1

Beginning

 

 

 

 

 

 

Using materials at the 8th grade level and above with fluency above 150 WPM, reading demonstrates ability to:

·        Determine the reading purpose without independent knowledge of how to select texts.

·        With help, apply a variety of reading strategies to a growing range of formats and genres

·        In structured exercises, draw inferences from a text

·        Apply knowledge gained from reading to real life needs and goals.

·        Demonstrate avoidance of reading materials of limited interest to achieve needs and goals

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ABE Writing___

 

Level:  __________I___________

 

 

 

4

Exceptional

 

 

 

Writing is effective, nearly error-free, and produced independently.  Writing includes:

·        A simple sentence

·        Vocabulary from a variety of life situations

·        Copied information from written or oral sources

 

3

Competent

 

 

 

Writing is generally effective, with few errors, and produced with little prompting.  Writing includes:

·        A simple sentence

·        Vocabulary from a variety of life situations

·        Copied information from written or oral sources

 

2

Developing

 

 

 

Writing is somewhat effective, with multiple errors, and produced with considerable prompting.  Writing includes:

·        A simple sentence

·        Vocabulary from a variety of life situations

·        Copied information from written or oral sources

 

1

Beginning

 

 

 

Writing does not convey meaning.

 

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _____ ABE Writing__

 

Level:  __________II___________

 

 

 

4

Exceptional

 

 

 

Writing is consistently effective, nearly error-free, and produced independently.  Writing includes:

·        Complete sentences related to a topic

·        Minimal errors in grammar and mechanics that do not interfere with meaning

·        A variety of familiar, life situations

 

 

3

Competent

 

 

 

Writing is generally effective, with few errors, and produced with little prompting.  Writing includes:

·        Complete sentences related to a topic

·        Few errors in grammar and mechanics that do not interfere with meaning

·        A variety of familiar, life situations

 

 

2

Developing

 

 

 

Writing is somewhat effective, with multiple errors, and produced with considerable prompting.  Writing includes:

·        Complete sentences related to a topic

·        Errors in grammar and mechanics interfere with meaning

·        A variety of familiar, life situations

 

 

1

Beginning

 

 

 

Writing is disconnected.   Writing includes:

·        Unrelated sentences

·        Multiple errors in grammar and mechanics that make the meaning unclear

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ABE Writing____

 

Level:  __________III____________

 

 

 

4

Exceptional

 

 

 

Writing is consistently effective, nearly error-free, and produced without prompting or assistance.  Writing includes:

·        An organized paragraph with a topic sentence and several supporting details

·        Sentences with complex ideas

·        Minimal errors in mechanics and grammatical structure

 

 

3

Competent

 

 

 

Writing is generally effective, with few errors, and produced with little prompting.  Writing includes:

·        An adequate paragraph with a topic sentence and adequate supporting details

·        Some sentences with complex ideas

·        Few errors in mechanics and grammatical structure which do not interfere with meaning

 

 

2

Developing

 

 

 

Writing is somewhat effective, with multiple errors, and produced with considerable prompting.  Writing includes:

·        A paragraph with an unclear topic sentence and few supporting details

·        Few sentences reflecting complex ideas

·        Multiple errors in mechanics and grammatical structure which interfere with meaning

 

 

1

Beginning

 

 

 

Writing is disconnected and includes:

·        Disorganized paragraphs without topic sentences

·        Sentences reflecting simple ideas

·        Frequent errors in mechanics and grammatical structure that confuse meaning

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ABE Writing___

 

Level:  __________IV____________

 

 

 

4

Exceptional

 

 

 

Writing is consistently effective, nearly error-free, and produced without prompting or assistance.  Writing includes:

·        Multiple paragraphs on a single topic, which exhibit organization and cohesiveness, with sophisticated expression of ideas

·        Sentences with varied length and complexity to enhance topic development

·        Minimal errors in mechanics and grammatical structure

·        An improved final draft which has been edited and revised

 

3

Competent

 

 

 

Writing is generally effective, with few errors, and produced with little prompting.  Writing includes:

·        Multiple paragraphs on a single topic, which exhibit organization and cohesiveness, with adequate expression of ideas

·        Sentences with varied length and complexity to enhance topic development

·        Few errors in mechanics and grammatical structure which do not interfere with meaning

·        An improved final draft which has been edited and revised

 

2

Developing

 

 

 

Writing is somewhat effective, with multiple errors, and produced with considerable prompting.  Writing includes:

·        Multiple paragraphs on a single topic, with some attempt at organization and few supporting details

·        Some sentences with varied length and complexity that contribute to topic development

·        Multiple errors in mechanics and grammatical structure which interfere with meaning

·        A minimally improved final draft

 

1

Beginning

 

 

 

Writing exhibits little or no evidence of an organizational pattern and includes:

·        Inadequate paragraph structure

·        Repetitious sentence structure which interferes with topic development

·        Frequent errors in mechanics and grammatical structure that confuse meaning

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _____Math___________

 

Level:  ___________I___________

 

 

 

4

Exceptional

 

 

 

·        Computations consistently reflect a knowledge of basic operations to compare, contrast and select goods and services using mathematical language to request information.

·        Work reflects consistent use of appropriate tools.

·        Work reflects the ability to employ these operations consistently and independently in roles as student, family, worker and/or community member.

·        Operation outcomes show consistent organization of information.

 

3

Competent

 

 

 

·        Computations usually reflect a knowledge of basic operations to compare, contrast and select goods and services using mathematical language to request information.

·        Work shows partial understanding of organizational skills.

·        Work usually reflects the ability to relate skills in roles as student, family, worker and/or community member.

·        Outcomes usually display organization of information.

 

2

Developing

 

 

 

·        Computations sometimes reflect a knowledge of basic operations to compare, contrast and select goods and services using mathematical language to request information.

·        Work shows a lack of understanding of organizational tools.

·        Work shows an inconsistent ability to relate skills in roles as student, family, worker and/or community member.

·        Operation outcomes sometimes display a lack of informational organization.

 

1

Beginning

 

 

 

·        Computations reflect little understanding of correct application using basic operations to solve problems involving comparison, contrast, selecting goods and services using mathematical organization skills to request information.

·        Work demonstrates the inability to relate skills in roles as student, family, worker and/or community member.

·        Operation outcomes seldom display the ability to organize information.

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ______ Math__________

 

Level:  ____________II__________

 

 

 

4

Exceptional

 

 

 

·        Computations consistently reflect a knowledge of basic operations to solve multi-step problems involving whole numbers and money. 

·        Work reflects consistent use of appropriate tools.

·        Work demonstrates the ability to problem-solve.

·        Decision outcomes consistently reflect the ability to apply basic operations to roles as student, consumer, worker and/or community member.

 

3

Competent

 

 

 

·        Computations usually reflect a knowledge of basic operations to solve multi-step problems involving whole numbers and money. 

·        Work shows a partial understanding and use of appropriate tools.

·        Work usually reflects the ability to problem-solve independently and relate to unfamiliar operations.

·        Decision outcomes usually reflect the ability to apply basic operations to roles as student, consumer, worker and/or community member.

 

2

Developing

 

 

 

·        Computations reflect inconsistent applications of correct basic operations to solve problems involving whole numbers and money. 

·        Work shows a lack of understanding and/or use of appropriate tools.

·        Work shows an inconsistent process choice in solving problems.

·        Decision outcomes sometimes reflect the ability to apply basic operations to roles as student, consumer, worker and/or community member.

 

1

Beginning

 

 

 

·        Computations reflect little understanding of basic operations to solve problems involving whole numbers and money. 

·        Work seldom displays an understanding of the use of appropriate tools.

·        Work indicates a need for assistance in problem solving.

·        Decision outcomes seldom reflect the ability to apply basic operations to roles as student, consumer, worker and/or community member.

 

 

 

 

 

 

 

Rubric

 

Content Area:  ____ Math__________

 

Level:  ___________III___________

 

 

 

4

Exceptional

 

 

 

·        Computations consistently demonstrate and reflect a knowledge of concepts and ability to solve multi-step problems involving decimals and fractions.

·        Work reflects consistent use of appropriate tools.

·        Work consistently displays independent problem-solving skills in roles as student, worker, family and/or community member.

·        Computation consistently reflects accuracy.

 

3

Competent

 

 

 

·        Computations usually demonstrate and reflect a knowledge of concepts and ability to solve multi-step problems involving decimals and fractions.

·        Work shows a partial understanding and use of appropriate tools.

·        Work begins to show some independent problem-solving skills in roles as student, worker, family and/or community member.

·        Computations show occasional errors.

 

2

Developing

 

 

 

·        Computations reflect inconsistent application of correct procedures to solve problems involving decimals and fractions.

·        Work shows a lack of understanding and/or use of appropriate tools.

·        Work shows a developing understanding of problem-solving skills in roles as student, worker, family and/or community member.

·        Work indicates a need for assistance.

·        Computation contains frequent errors.

 

1

Beginning

 

 

 

·        Computations reflect little understanding of concepts or ability to solve problems involving decimals and fractions.

·        Work seldom reflects an understanding of the use of appropriate tools.

·        Work indicates a need for assistance in problem-solving in roles as student, worker, family and/or community member.

·        Computations contain many errors.

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ____ Math__________

 

Level:  ___________IV___________

 

 

4

Exceptional

 

 

 

·        Computations consistently reflect a knowledge of concepts and demonstrate an ability to solve problems involving percent, ratio, proportions, simple formulas, and measurements.

·        Work reflects consistent use of appropriate tools.

·        Work reflects consistent use of relevant information and understanding of logical answers in roles as student, worker, family and/ or community member.

·        Computations contain few errors.

 

3

Competent

 

 

 

·        Computations usually reflect a knowledge of concepts and demonstrate an ability to solve problems involving percent, ratio, proportion, simple formulas, and measurements.

·        Work shows a partial understanding and use of appropriate tools.

·        Work usually reflects use of relevant information and recognition of logical answers in roles as student, worker, family and/ or community member.

·        Computations contain occasional errors.

 

2

Developing

 

 

 

·        Computations reflect inconsistent application of correct procedures to solve problems involving percent, ratio, proportion, simple formulas, and measurements.

·        Work shows a lack of understanding and/or use of appropriate tools.

·        Work reflects some distinction between relevant and irrelevant information and occasional acceptance of illogical answers in roles as student, worker, family and/ or community member.

·        Computations contain frequent errors.

 

1

Beginning

 

 

 

·        Computations reflect inconsistent application of correct procedures to solve problems involving percent, ratio, proportion, simple formulas, and measurements.

·        Work seldom reflects an understanding and/or use of appropriate tools.

·        Computation lacks distinction between relevant and irrelevant information and shows acceptance of illogical answers in roles as student, worker, family and/ or community member.

·        Computations contain many errors.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ____ESL Speaking____________

 

Level:  _________I_____________

 

 

 

4

Exceptional

 

 

 

Statements of :

·        personal information

·        very basic needs and wants

·        numbers and names of letters

are intelligible accurate and stated from memory with very little hesitation in very structured, familiar environment

 

3

Competent

 

 

 

Statements of :

·        personal information

·        very basic needs and wants

·        numbers and names of letters

are intelligible and stated from memory with some hesitation and mistakes in very structured, familiar environment

 

2

Developing

 

 

 

Statements of :

·        personal information

·        very basic needs and wants

·        numbers and names of letters

are stated from memory with considerable prompting, hesitation and mistakes in very structured, familiar environment

 

 

1

Beginning

 

 

 

Statements of :

·        personal information

·        very basic needs and wants

·        numbers and names of letters

are attempted from memory but produced with very little accuracy and intelligibility and with great difficulty in very structured, familiar environment.

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ________ESL Speaking____

 

Level:  ____________II__________

 

 

 

4

Exceptional

 

 

 

In structured, familiar environments, with few mistakes and little hesitation:

·        communication of needs, likes/dislikes and feelings is intelligible

·        description of familiar objects and activities using basic vocabulary is intelligible

 

 

3

Competent

 

 

 

In structured, familiar environments, with some mistakes and hesitation:

·        communication of needs, likes/dislikes and feelings is adequate

·        description of familiar objects and activities using basic vocabulary is adequate

 

 

2

Developing

 

 

 

In structured, familiar environments, with considerable prompting, hesitation, and mistakes:

·        communication of needs, likes/dislikes and feelings is inconsistent

·        description of familiar objects and activities using basic vocabulary is inconsistent.

 

 

1

Beginning

 

 

 

In structured, familiar environments, with little accuracy and intelligibility and a great deal of hesitation:

·        communication of needs, likes/dislikes and feelings is rarely achieved

·        description of familiar objects and activities using basic vocabulary is rarely achieved

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _________ESL Speaking_____

 

Level:  ____________III__________

 

 

 

4

Exceptional

 

 

 

In a variety of contexts, participation in the following types of exchanges is intelligible with extensive vocabulary, little hesitation and very few mistakes:  

·        reporting an absence, injury, accident or incident

·        describing a person, place or event

·        relating personal skills, interests and plans

 

3

Competent

 

 

 

In a variety of contexts, participation in the following types of exchanges is intelligible with some mistakes and hesitation:  

·        reporting an absence, injury, accident or incident

·        describing a person, place or event

·        relating personal skills, interests and plans

 

2

Developing

 

 

 

In limited contexts, participation in the following types of exchanges is done with considerable prompting, some intelligibility, hesitation, and mistakes:  

·        reporting an absence, injury, accident or incident

·        describing a person, place or event

·        relating personal skills, interests and plans

 

1

Beginning

 

 

 

In very limited contexts, participation in the following types of exchanges is done with little accuracy and intelligibility and a great deal of difficulty:

·        reporting an absence, injury, accident or incident

·        describing a person, place or event

·        relating personal skills, interests and plans

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _______ESL Speaking____

 

Level:  _________IV_____________

 

 

 

4

Exceptional

 

 

 

Participation in the following types of exchanges is intelligible, with extensive vocabulary, little hesitation and very few mistakes:

·        giving reasons or excuses

·        requesting, confirming and clarifying information

·        expressing agreement/ disagreement

·        asking/ giving directions with a map

·        explaining steps in a process

·        relating personal/ employment history

 

3

Competent

 

 

 

Participation in the following types of exchanges is intelligible with some hesitation and mistakes:

·        giving reasons or excuses

·        requesting, confirming and clarifying information

·        expressing agreement/ disagreement

·        asking/ giving directions with a map

·        explaining steps in a process

·        relating personal/ employment history

 

2

Developing

 

 

 

Participation in the following types of exchanges is attempted with considerable prompting, hesitation and mistakes:

·        giving reasons or excuses

·        requesting, confirming and clarifying information

·        expressing agreement/ disagreement

·        asking/ giving directions with a map

·        explaining steps in a process

·        relating personal/ employment history

 

1

Beginning

 

 

 

Participation in the following types of exchanges is attempted with little accuracy and a great deal of hesitation:

·        giving reasons or excuses

·        requesting, confirming and clarifying information

·        expressing agreement/ disagreement

·        asking/ giving directions with a map

·        explaining steps in a process

·        relating personal/ employment history

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  _______ESL Speaking____

 

Level:  ___________V___________

 

 

 

4

Exceptional

 

 

 

Participation in the following types of exchanges is intelligible, with extensive vocabulary, little hesitation and very few mistakes:

·        summarizing information from a single source

·        expressing dissatisfaction

·        advocating and negotiating for self and others

·        interpreting diagrams, graphs and maps

·        engaging in small talk

·        reporting in detail an accident, incident or injury

 

3

Competent

 

 

 

Participation in the following types of exchanges is intelligible, with some hesitation and mistakes:

·        summarizing information from a single source

·        expressing dissatisfaction

·        advocating and negotiating for self and others

·        interpreting diagrams, graphs and maps

·        engaging in small talk

·        reporting in detail an accident, incident or injury

 

2

Developing

 

 

 

Participation in the following types of exchanges is attempted with considerable prompting, hesitation and mistakes:

·        summarizing information from a single source

·        expressing dissatisfaction

·        advocating and negotiating for self and others

·        interpreting diagrams, graphs and maps

·        engaging in small talk

·        reporting in detail an accident, incident or injury

 

1

Beginning

 

 

 

Participation in the following types of exchanges is attempted with little accuracy and a great deal of hesitation:

·        summarizing information from a single source

·        expressing dissatisfaction

·        advocating and negotiating for self and others

·        interpreting diagrams, graphs and maps

·        engaging in small talk

·        reporting in detail an accident, incident or injury

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ______ESL Speaking____

 

Level:  _________VI_____________

 

 

 

4

Exceptional

 

 

 

Participation in the following types of exchanges is intelligible, with extensive vocabulary, little hesitation and very few mistakes:

·        summarizing info. from a variety of sources

·        attempting to persuade someone to a particular point of view

·        presenting an oral narrative on a familiar topic

·        asking/ giving directions without a map

·        negotiating options and resolving conflicts

 

3

Competent

 

 

 

Participation in the following types of exchanges is intelligible, with some hesitation and mistakes:

·        summarizing info. from a variety of sources

·        attempting to persuade someone to a particular point of view

·        presenting an oral narrative on a familiar topic

·        asking/ giving directions without a map

·        negotiating options and resolving conflicts

 

2

Developing

 

 

 

Participation in the following types of exchanges is attempted with considerable prompting, hesitation and mistakes:

·        summarizing info. from a variety of sources

·        attempting to persuade someone to a particular point of view

·        presenting an oral narrative on a familiar topic

·        asking/ giving directions without a map

·        negotiating options and resolving conflicts

 

1

Beginning

 

 

 

Participation in the following types of exchanges is attempted with little accuracy and a great deal of hesitation:

·        summarizing info. from a variety of sources

·        attempting to persuade someone to a particular point of view

·        presenting an oral narrative on a familiar topic

·        asking/ giving directions without a map

·        negotiating options and resolving conflicts

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ____Listening/ Observing____

 

Level:  ___________I___________

 

 

 

4

Exceptional

 

 

 

In both familiar and unfamiliar contexts active listening reflects:

·        understanding of frequently used words in context spoken very slowly

·        no need for help or prompts when listening task involves sound-symbol relationships

·        awareness of non-verbal communication

·        effortless performance

 

3

Competent

 

 

 

In familiar and some unfamiliar contexts active listening reflects:

·        general understanding of frequently used words in context spoken very slowly

·        minimal need for help and some prompts needed when listening task involves sound-symbol relationships

·        general awareness of non-verbal communication

·        usually consistent performance

 

2

Developing

 

 

 

In most familiar and some unfamiliar contexts active listening reflects:

·        some understanding of frequently used words in context spoken very slowly

·        a need for help or prompts when listening task involves sound-symbol relationships

·        some awareness of non-verbal communication

·        difficulty in performing

 

1

Beginning

 

 

 

In most familiar and a few unfamiliar contexts active listening reflects:

·        minimal understanding of frequently used words in context spoken very slowly

·        a need for substantial help and prompts when listening task involves sound-symbol relationships

·        minimal awareness of non-verbal communication

·        minimal or no performance

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ Listening/ Observing___

 

Level:  _________II_____________

 

 

 

4

Exceptional

 

 

 

In both familiar and unfamiliar contexts active listening reflects:

·        no need for guidance, responds to simple learned phrases and limited new phrases

·        effortless response to simple oral requests

·        understanding of non-verbal communication

 

 

3

Competent

 

 

 

In most familiar and unfamiliar contexts active listening reflects:

·        a need for guidance, sometimes responds to simple learned phrases and limited new phrases w/o prompting.

·        minimal effort required to respond to simple oral requests

·        often understanding non-verbal communication

 

 

2

Developing

 

 

 

In most familiar and some unfamiliar contexts active listening reflects:

·        a need for clarification and some guidance, to respond to simple learned phrases and limited new phrases w/o prompting.

·        noticeable  effort required to respond to simple oral requests

·        sometimes understanding non-verbal communication

 

1

Beginning

 

 

 

In most familiar and a few unfamiliar contexts active listening reflects:

·        a need for clarification and strong guidance to respond to simple learned phrases and limited new phrases

·        great effort required to respond to simple oral requests

·        minimal understanding of non-verbal communication

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ Listening/ Observing__

 

Level:  ___________III___________

 

 

 

4

Exceptional

 

 

 

In both familiar and unfamiliar contexts active listening reflects:

·        understanding of essential and non-essential info. in a short conversation

·        conscious identification and automatically responding to non-verbal communication

·        addressing and overcoming barriers to listening w/in a conversation

·        consistently and successfully employs clarification strategies to listening

·        understanding of short phrases with familiar vocabulary

 

3

Competent

 

 

 

In most familiar and unfamiliar contexts active listening reflects:

·        general understanding of essential and non-essential info. in a short conversation

·        conscious identification and usually responding to non-verbal communication

·        addressing and overcoming most barriers to listening w/in a conversation

·        consistently and usually successfully employs clarification strategies to listening

·        general understanding of short phrases with familiar vocabulary

 

2

Developing

 

 

 

In most familiar and some unfamiliar contexts active listening reflects:

·        some understanding of essential and non-essential info. in a short conversation

·        conscious identification and sometimes responding to non-verbal communication

·        addressing and overcoming some barriers to listening w/in a conversation

·        intermittently and usually successfully employs clarification strategies to listening

·        some understanding of short phrases with familiar vocabulary

 

1

Beginning

 

 

 

In most familiar and a few unfamiliar contexts active listening reflects:

·        some understanding of essential and partial understanding of non-essential information in a short conversation

·        conscious identification and sometimes responding to non-verbal communication

·        intermittently addressing and overcoming some barriers to listening within a short conversation

·        intermittently and with some success employs clarification strategies to listening

·        partial understanding of short phrases with familiar vocabulary

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ Listening/ Observing__

 

Level:  ___________IV___________

 

 

 

4

Exceptional

 

 

 

In both familiar and unfamiliar contexts across varied environments, active listening reflects:

·        understanding of essential and non-essential information in a conversation/ narrative

·        an appropriate response to and use of non-verbal communication

·        understanding of natural language spoken at a normal pace.

 

3

Competent

 

 

 

In most familiar and unfamiliar contexts across varied environments, active listening reflects:

·        general understanding of essential and non-essential information in a conversation/ narrative

·        an appropriate response to and some use of non-verbal communication

·        general understanding of natural language spoken at a normal pace.

 

2

Developing

 

 

 

In most familiar and some unfamiliar contexts across varied environments, active listening reflects:

·        some understanding of both essential and non-essential information in a conversation/ narrative

·        an appropriate response to most non-verbal communication

·        some understanding of natural language spoken at a normal pace.

 

1

Beginning

 

 

 

In most familiar and a few unfamiliar contexts across varied environments, active listening reflects:

·        some understanding of essential and minimal understanding of non-essential information in a conversation/ narrative

·        an appropriate response to some non-verbal communication

·        partial understanding of natural language spoken at a normal pace.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  __ Listening/ Observing__

 

Level:  ___________V___________

 

 

 

4

Exceptional

 

 

 

Active listening reflects transfer of skill across multiple, varied environments:

·        Understanding of emotional content in conversation

·        Conscious ability to use attending skills as a native speaker would

·        An ability to perform effortlessly and automatically even when listening task is difficult.

 

3

Competent

 

 

 

In complex familiar and unfamiliar contexts across varied environments, active listening reflects:

·        General understanding of emotional content in a conversation

·      Conscious ability to use attending skills to reflect understanding

·        An ability to perform consistently even when listening task is difficult.

·        General understanding of specialized and/or technical vocabulary

 

2

Developing

 

 

 

In familiar and unfamiliar contexts across varied environments, active listening reflects:

·        Some understanding of emotional content in  conversation

·      Some conscious ability to use a few attending skills to reflect understanding

·        An ability to overcome barriers, needs some help from others when listening task is difficult.

·        Some understanding of specialized and/or technical vocabulary

 

1

Beginning

 

 

 

In most familiar and some unfamiliar contexts across varied environments, active listening reflects:

·        Minimal understanding of emotional content in conversation

·      Little conscious ability to use a few attending skills to reflect understanding

·        A need for help when listening task is difficult.

·        Minimal understanding of specialized and/or technical vocabulary

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  __ Listening/ Observing__

 

Level:  ___________VI___________

 

 

 

4

Exceptional

 

 

 

·        Extract detailed information from an academic conversation

·        After listening to an oral presentation, give a detailed summary of the main points and supporting details

·        Follow an extended and complicated set of instructions

·        Comprehend the details of short conversations on unfamiliar topics

·        Use inference skills by listening to a passage and suggesting an appropriate conclusion

·        Identify relationships between participants in oral interactions

·        Listen to a short oral text and transform the information by presenting it in a different form (e.g. a diagram or chart)

·         

 

3

Competent

 

 

 

·        Identify core vocabulary items when encountered in a variety of oral texts

·        Recognize differences in intonation

·        Comprehend requests for factual and attitudinal information relating to topic areas

·        Identify the emotional tone of an utterance

·         

 

2

Developing

 

 

·        Differentiate between fact and opinion

·        Comprehend a short narrative when events are reported out of sequence

·        Grasp the gist of an extended text

 

1

Beginning

 

 

 

·        Understand essential information in a conversation

·        An apprpriate response to non-verbal communication

·        Understand natural language at a normal rate

 

NOTE THAT LEVEL SIX RUBRIC IS NOT YET READY FOR DISTRIBUTION

 

 

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing__

 

Level:  ________I____________

 

 

 

4

Exceptional

 

 

 

·        All information is filled in and accurate

·        Letters, words and numbers are clear, properly spaced and dark enough to read

·        Capitalization and punctuation are used correctly

·        BE verb and subject pronouns are used correctly in simple statements

 

 

3

Competent

 

 

 

·        Most information is provided and accurate

·        Most letters, words and numbers are clear, properly spaced and readable

·        Capitalization and punctuation are used correctly most of the time

·        BE verb and subject pronouns are usually used correctly

 

 

2

Developing

 

 

 

·        Information is incomplete or misplaced

·        Letters, words and numbers are often unclear, improperly formed or spaced, and difficult to read

·        Capitalization and punctuation are inconsistent

·        BE verb and subject pronouns are often used incorrectly

 

1

Beginning

 

 

 

·        Little or no information is provided

·        Letters, words and numbers are unclear, improperly formed or spaced, and very difficult to read

·        Capitalization and punctuation are not used

·        BE verb and subject pronouns are missing or used incorrectly

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing___

 

Level:  _______II_____________

 

 

 

4

Exceptional

 

 

 

·        Sentences are related, sequenced logically and use descriptive vocabulary

·        Simple sentences using BE verb and present progressive tense are used correctly

·        Capitalization and end punctuation used correctly; familiar words are spelled correctly

 

 

3

Competent

 

 

 

·        Sentences are usually related, sequenced logically and some descriptive vocabulary is used

·        Simple sentences using BE verb and present progressive tense are usually used correctly

·        Capitalization and end punctuation are usually used correctly; familiar words are usually spelled correctly

 

 

2

Developing

 

 

 

·        Sentences may be complete but not be related or sequenced logically

·        To Be verb and present progressive are often used incorrectly

·        Capitalization and punctuation are often used incorrectly; familiar words are often misspelled

 

1

Beginning

 

 

 

·        Sentences are incomplete and/or incomprehensible

·        BE verb and present progressive are not used or incorrect

·        Capitalization and punctuation are not used or used incorrectly; many words are misspelled

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing___

 

Level:  ________III___________

 

 

 

4

Exceptional

 

 

 

 

·        Sentences are related and sequenced logically

·        Vocabulary is varied with descriptive detail

·        Few errors in mechanics

·        Subjects and verbs agree. Correct tense and forms are used.

 

3

Competent

 

 

 

 

·        Sentences are usually related and sequenced logically

·        Vocabulary is somewhat varied

·        Some errors in mechanics but don’t interfere with meaning

·        Usually subjects and verbs agree. Correct tense and forms are usually used.

 

 

2

Developing

 

 

 

 

·        Sentences may not be related or sequenced logically

·        Vocabulary is limited

·        Some mechanical errors which interfere with meaning

·        Subject and verb agreement is often incorrect

·        Verb tense and forms are often incorrect

 

 

1

Beginning

 

 

 

 

·        Sentence order is illogical and ideas are difficult to understand

·        Serious errors in verb tenses, verb forms and subject-verb agreement

·        Many mechanical errors which interfere with meaning

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing___

 

Level:  ___________IV__________

 

 

 

4

Exceptional

 

 

 

·        Paragraph has clear topic sentence and relevant supporting details written in logical order

·        Writing shows excellent control of grammar, mechanics, and vocabulary

·        Forms are filled out completely, accurately, and legibly

 

 

 

3

Competent

 

 

 

·        Paragraph has topic sentence and some support written in logical order

·        Writing shows effective use of grammar, mechanics, and vocabulary

·        Forms are filled out with few mistakes

 

 

 

2

Developing

 

 

 

·        Paragraph lacks clear topic sentence and/or adequate support and logical order

·        Writing shows weak use of grammar, mechanics, and vocabulary

·        Forms have errors and are difficult to read

 

 

 

1

Beginning

 

 

 

·        Paragraph lacks topic sentence.  Support is weak or irrelevant

·        Writing shows significant errors in grammar, mechanics, and vocabulary

·        Forms are incomplete and/ or illegible

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing__

 

Level:  ___________V_________

 

 

 

4

Exceptional

 

 

 

 

·        Writing is well organized and shows sophisticated use of details, vocabulary, grammar, transitions

·        Content and language show clear awareness of intended audience; ideas are fully developed

·        Sentences are complete and correctly punctuated

 

 

3

Competent

 

 

 

 

·        Writing is organized and shows appropriate use of details, vocabulary, grammar, transitions

·        Content and language are appropriate for intended audience; ideas are adequately developed

·        Most sentences are complete and correctly punctuated

 

 

2

Developing

 

 

 

 

·        Writing is organized but has many grammatical errors; vocabulary and details are limited, and transitions are used inappropriately

·        Content and language show some awareness of intended audience; ideas are poorly developed

·        Some sentences are incomplete and/or incorrectly punctuated

 

 

1

Beginning

 

 

 

 

·        Writing lacks clear organization and has significant errors in grammar

·        Writing shows no awareness of audience; ideas are undeveloped

·        Many sentences are incomplete and incorrectly punctuated

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ESL Writing__

Level:  ___________VI_________

 

 

 

4

Exceptional

 

 

 

 

·        Writing addresses the task effectively.  Ideas are well stated, clearly expressed and supported with concrete and relevant details

·        Writing is well expressed and free of major grammatical, mechanical errors, and uses rich and varied vocabulary

 

 

3

Competent

 

 

 

 

·        Writing addresses the task.  Most ideas are well stated and supported adequately

·        Writing is well organized with few grammatical, mechanical errors, and vocabulary is appropriate for the task

 

2

Developing

 

 

 

 

·        Writing responds to the task but may be unfocused and unclear with some supporting details

·        Writing may be disorganized and has many mechanical and grammatical errors

 

 

1

Beginning

 

 

 

 

·        Writing task is minimally addressed and general meaning is unclear

·        Writing may be disorganized and errors interfere with meaning 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  __ESL Reading____

 

Level:  _________I_____________

 

 

 

4

Exceptional

 

 

 

·        Reading accurately demonstrates ability to comprehend basic words, common signs, and symbols about self, home and environment.

·        Reading demonstrates complete recognition of English alphabet and Arabic numerals.

·        Simple one-step written directions are understood and followed independently.

 

3

Competent

 

 

 

·        Reading usually demonstrates ability to comprehend basic words, common signs, and symbols about self, home and environment.

·        Reading usually demonstrates recognition of English alphabet and Arabic numerals.

·        Simple one-step written directions are understood and followed with limited assistance.

 

2

Developing

 

 

 

·        Reading sometimes demonstrates ability to comprehend basic words, common signs, and symbols about self, home and environment.

·        Reading sometimes demonstrates recognition of English alphabet and Arabic numerals.

·        Simple one-step written directions are understood and followed with assistance.

 

1

Beginning

 

 

 

·        Reading demonstrates no comprehension of how print gives meaning to self, home and environment.

·        Reading does not reflect recognition of English alphabet and Arabic numerals.

·        Simple one-step written directions are not understood.

 

 

 

 

 

 

 

Rubric

 

Content Area:  ____ ESL Reading__

 

Level:  ___________II___________

 

 

 

4

Exceptional

 

 

 

·        Reading demonstrates complete and accurate comprehension of a variety of simple texts about self, home and environment.

·        Simple multiple-step written directions are understood and followed independently.

 

3

Competent

 

 

 

·        Reading usually demonstrates ability to comprehend a variety of simple texts about self, home and environment.

·        Simple multiple-step written directions are understood and followed with limited assistance.

 

2

Developing

 

 

 

·        Reading sometimes demonstrates ability to comprehend a variety of simple texts about self, home and environment.

·        Simple multiple-step written directions are understood and followed with assistance.

 

1

Beginning

 

 

 

·        Reading demonstrates little ability to comprehend a variety of simple texts about self, home and environment.

·        Simple multiple-step written directions are not understood.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ESL Reading____

 

Level:  __________III____________

 

 

 

4

Exceptional

 

 

 

·        Reading demonstrates the ability to comprehend a variety of written materials about self, home and environment.

·        Multiple-step written directions are accurately understood and followed independently.

·        Reading demonstrates the ability to comprehend accurately short texts on familiar subjects.

 

3

Competent

 

 

 

·        Reading usually demonstrates the ability to comprehend a variety of written materials about self, home and environment.

·        Multiple-step written directions are usually understood and followed independently.

·        Reading usually demonstrates the ability to comprehend short texts on familiar subjects.

 

2

Developing

 

 

 

·        Reading sometimes demonstrates the ability to comprehend a variety of written materials about self, home and environment.

·        Multiple-step written directions are sometimes understood and followed independently.

·        Reading sometimes demonstrates the ability to comprehend short texts on familiar subjects.

 

1

Beginning

 

 

 

·        Reading demonstrates little ability to comprehend a variety of written materials about self, home and environment.

·        Multiple-step written directions are not understood

·        Reading demonstrates little ability to comprehend short texts on familiar subjects.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ESL Reading____

 

Level:  __________IV__________

 

 

 

4

Exceptional

 

 

 

·        Reading consistently demonstrates the ability to identify the main idea and supporting details in written materials relating to self, home and environment.

·        Specific written directions to perform an activity are accurately understood and followed.

·        Reading consistently demonstrates the ability to interpret and extract information from basic written material, i.e. charts, graphs, bills, receipts, pay stubs, etc.

 

3

Competent

 

 

 

·        Reading usually demonstrates the ability to identify the main idea and supporting details in written material relating to self, home and environment.

·        Specific written directions to perform an activity are usually understood and followed.

·        Reading usually demonstrates the ability to interpret and extract information from basic written material, i.e. charts, graphs, bills, receipts, pay stubs, etc.

 

2

Developing

 

 

 

·        Reading sometimes demonstrates the ability to identify the main idea and supporting details in written material relating to self, home and environment.

·        Specific written directions to perform an activity are sometimes understood and followed.

·        Reading sometimes demonstrates the ability to interpret and extract information from basic written material, i.e. charts, graphs, bills, receipts, pay stubs, etc.

 

1

Beginning

 

 

 

·        Reading seldom demonstrates the ability to identify the main idea and supporting details in written material relating to self, home and environment.

·        Specific written directions to perform an activity are seldom understood and followed.

·        Reading seldom demonstrates the ability to interpret and extract information from basic written material, i.e. charts, graphs, bills, receipts, pay stubs, etc.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ESL Reading__

 

Level:  __________V___________

 

 

 

4

Exceptional

 

 

 

·        Reading demonstrates full and complete comprehension of detailed information from printed sources, such as forms, telephone directories, etc.

·        Reading demonstrates complete comprehension of authentic prose material.

·        Student’s inferences from, conclusions and predictions about, and interpretations of written material demonstrate full and complete comprehension.

 

3

Competent

 

 

 

·        Reading demonstrates nearly complete comprehension of detailed information from printed sources, such as forms, telephone directories, etc.

·        Reading demonstrates nearly complete comprehension of authentic prose material.

·        Student’s inferences from, conclusions and predictions about, and interpretations of written material demonstrate nearly complete comprehension.

 

2

Developing

 

 

 

·        Reading demonstrates incomplete comprehension of detailed information from printed sources, such as forms, telephone directories, etc.

·        Reading demonstrates incomplete comprehension of authentic prose material.

·        Student’s inferences from, conclusions and predictions about, and interpretations of written material demonstrate incomplete comprehension.

 

1

Beginning

 

 

 

·        Reading demonstrates little comprehension of detailed information from printed sources, such as forms, telephone directories, etc.

·        Reading demonstrates little comprehension of authentic prose material.

·        Student’s inferences from, conclusions and predictions about, and interpretations of written material demonstrate little comprehension.

 

 

 

 

 

 

 

 

Rubric

 

Content Area:  ___ ESL Reading___

 

Level:  ____________VI________

 

 

 

4

Exceptional

 

 

 

·        Reading demonstrates comprehension of articles and chapters of unfamiliar text on first reading.

·        Reading demonstrates that the meaning of unfamiliar terms is accurately and consistently gained from context.

·        Student’s plans, decisions, and opinions consistently demonstrate a synthesis of information form a variety of written sources.

 

3

Competent

 

 

 

·        Reading demonstrates comprehension of articles and chapters of unfamiliar text on second reading.

·        Reading demonstrates that the meaning of unfamiliar terms is usually gained from context.

·        Student’s plans, decisions, and opinions usually demonstrate a synthesis of information form a variety of written sources.

 

2

Developing

 

 

 

·        Reading demonstrates comprehension of articles and chapters of unfamiliar text on repeated readings.

·        Reading demonstrates that the meaning of unfamiliar terms is occasionally gained from context.

·        Student’s plans, decisions, and opinions occasionally demonstrate a synthesis of information form a variety of written sources.

 

1

Beginning

 

 

 

·        Reading demonstrates little comprehension of articles and chapters of unfamiliar text on repeated readings.

·        Reading demonstrates that the meaning of unfamiliar terms is seldom gained from context.

·        Student’s plans, decisions, and opinions seldom demonstrate a synthesis of information form a variety of written sources.

 

 

 

 

 

 

 

 

 

 

 

Rubrics to Measure Completion of

Technology Competencies

 

Level 1

 

4

Exceptional

·        Knowledge of technology allows for consistently correct recognition of basic technological vocabulary.

·        Independence with technology provides for consistent ability to request assistance.

·        Use of technology demonstrates consistent ability to enter and exit a simple program.

3

Competent

·        Knowledge of technology allows for frequently correct recognition of basic technological vocabulary.

·        Independence with technology provides for frequent ability to request, receive, and provide assistance.

·        Use of technology demonstrates frequent ability to enter, navigate, and exit a simple program.

2

Developing

·        Limited knowledge of technology allows for infrequently correct recognition of basic technological vocabulary.

·        Limited independence with technology results in infrequent ability to request, receive, and provide assistance.

·        Use of technology demonstrates infrequent ability to enter, navigate, and exit a simple program.

1

Beginning

·        Limited knowledge of technology allows for little or no recognition of  basic technological vocabulary.

·        Limited independence with technology results in little or no ability to request, receive, and provide assistance.

·        Use of technology demonstrates little or no ability to enter, navigate, and exit simple programs.

 

Rubrics to Measure Completion of

Technology Competencies

 

Level 2

 

4

Exceptional

·        Knowledge of technology enables consistently correct use of basic technological vocabulary.

·        Independence with technology provides for consistent ability to request, receive, and provide assistance.

·        Use of technology demonstrates consistent ability to enter, navigate, and exit a simple program.

3

Competent

·        Knowledge of technology allows for frequently correct use of basic technological vocabulary.

·        Independence with technology provides for frequently correct ability to request, receive, and provide assistance.

·        Use of technology demonstrates frequent ability to enter, navigate, and exit a simple program.

2

Developing

·        Limited knowledge of technology allows for infrequent use of basic technological vocabulary.

·        Limited independence with technology results in infrequent ability to request, receive, and provide assistance.

·        Use of technology demonstrates infrequent ability to enter, navigate, and exit a simple program.

1

Beginning

·        Limited knowledge of technology allows for little or no use of basic technological vocabulary.

·        Limited independence with technology results in for little or no ability to request, receive, and provide assistance.

·        Use of technology demonstrates little or no ability to enter, navigate, and exit simple programs.

 

Rubrics to Measure Completion of

Technology Competencies

 

Level 3

 

4

Exceptional

Knowledge of technology allows for consistent use of

Ø      increased technological vocabulary

Ø      a variety of resources with assistance.

·        Independence with technology provides for consistent collaboration on basic technological tasks with assistance.

·        Use of technology demonstrates consistent ability to use basic functions of software programs and technological devices.

3

Competent

Knowledge of technology allows for frequently correct use of

Ø      increased technological vocabulary

Ø      a variety of resources with assistance.

·        Independence with technology provides for frequently correct collaboration on basic technological tasks with assistance.

·        Use of technology demonstrates frequently correct ability to use basic functions of software programs and technological devices.

2

Developing

Limited knowledge of technology allows for infrequently correct use of

Ø      increased technological vocabulary

Ø      a variety of resources with assistance.

·        Limited independence with technology provides for infrequently correct collaboration on basic technological tasks with assistance.

·        Use of technology demonstrates infrequently correct ability to use basic functions of software programs and technological devices.

1

Beginning

Limited knowledge of technology allows for little or no use of

Ø      increased technological vocabulary

Ø      a variety of resources with assistance.

·        Limited independence with technology provides little or no collaboration on basic technological tasks with assistance.

·        Use of technology demonstrates little or no ability to use basic functions of software programs and technological devices.

 

Rubrics to Measure Completion of

Technology Competencies

 

Level 4

 

4

Exceptional

·        Knowledge of technology allows for consistent use of

Ø      electronic reference tools

Ø      basic hardware

Ø      expanding technological vocabulary.

·        Independence with technology results in consistent ability to

Ø      collaborate with others with minimal assistance

Ø      begin to explore the Internet with assistance.

·        Use of technology demonstrates consistent ability to create, retrieve, edit, save, and send a document electronically.

3

Competent

·        Knowledge of technology allows for frequent use of

Ø      electronic reference tools

Ø      basic hardware

Ø      expanding technological vocabulary.

·        Independence with technology results in frequent ability to

Ø      collaborate with others with minimal assistance

Ø      begin to explore the Internet with assistance.

·        Use of technology demonstrates consistent ability to create, retrieve, edit, save, and send a document electronically..

2

Developing

·        Limited knowledge of technology allows for infrequent use of

Ø      electronic reference tools

Ø      basic hardware

Ø      expanding technological vocabulary.

·        Limited independence with technology results in infrequent ability to

Ø      collaborate with others with minimal assistance

Ø      begin to explore the Internet with assistance.

·        Use of technology demonstrates infrequent ability to create, retrieve, edit, save, and send a document electronically...

1

Beginning

·        Limited knowledge of technology allows for little or no use of

Ø      electronic reference tools

Ø      basic hardware

Ø      expanding technological vocabulary.

·        Limited independence with technology results in little or no ability to

Ø      collaborate with others with minimal assistance

Ø      begin to explore the Internet with assistance.

·        Use of technology demonstrates little or no ability to create, retrieve, edit, save, and send a document electronically...

 

Rubrics to Measure Completion of

Technology Competencies

 

Level 5

4

Exceptional

·        Knowledge of technology allows for consistent

Ø      application of technological vocabulary.

Ø      understanding of internet connections and basic terms.

Ø      identification of electronic sources.

·        Independence with technology provides for consistent ability

Ø      to collaborate with others.

Ø      to search the internet.

Ø      to seek assistance on common technological problems.

·        Use of technology demonstrates consistent ability to select and apply a variety of software programs.

3

Competent

·        Knowledge of technology allows for frequent

Ø      application of technological vocabulary.

Ø      understanding of internet connections and basic terms.

Ø      identification of electronic sources.

·        Independence with technology provides for frequent ability

Ø      to collaborate with others.

Ø      to search the internet.

Ø      to seek assistance on common technological problems.

·        Use of technology demonstrates frequent ability to select and apply a variety of software programs..

2

Developing

·        Limited knowledge of technology allows for infrequent

Ø      application of technological vocabulary.

Ø      understanding of internet connections and basic terms.

Ø      identification of electronic sources.

·        Limited independence with technology provides for infrequent ability

Ø      to collaborate with others.

Ø      to search the internet.

Ø      to seek assistance on common technological problems.

·        Use of technology demonstrates infrequent ability to select and apply a variety of software programs..

1

Beginning

·        Limited knowledge of technology allows for little or no

Ø      application of technological vocabulary.

Ø      understanding of internet connections and basic terms.

Ø      identification of electronic sources.

·        Limited independence with technology provides for little or no ability

Ø      to collaborate with others.

Ø      to search the internet.

Ø      to seek assistance on common technological problems.

·        Use of technology demonstrates for little or no ability to select and apply a variety of software programs..

Rubrics to Measure Completion of

Technology Competencies

 

Level 6

4

Exceptional

·        Knowledge of technology allows for consistent ability to think critically

Ø      to fluently describe and use appropriate technology as a tool for a given task.

Ø      about information gathered from electronic sources.

·        Independence with technology provides for consistent ability to

Ø      collaborate with and assist others to complete assignments.

Ø      seek information to troubleshoot common technological
   problems.

·        Use of technology demonstrates consistent ability to

Ø      confidently select and use a variety of software programs.

Ø      assess a task and apply appropriate technology to produce a quality product.

3

Competent

·        Knowledge of technology allows for frequent ability to think critically

Ø      to fluently describe and use appropriate technology as a tool for a given task.

Ø      about information gathered from electronic sources.

·        Independence with technology provides for frequent ability to

Ø      collaborate with and assist others to complete assignments.

Ø      seek information to troubleshoot common technological
   problems.

·        Use of technology demonstrates frequent ability to

Ø      confidently select and use a variety of software programs.

Ø      assess a task and apply appropriate technology to produce a quality product..

2

Developing

·        Limited knowledge of technology allows for infrequent ability to think critically

Ø      to fluently describe and use appropriate technology as a tool for a given task.

Ø      about information gathered from electronic sources.

·        Limited independence with technology provides for infrequent ability to

Ø      collaborate with and assist others to complete assignments.

Ø      seek information to troubleshoot common technological
   problems.

·        Use of technology demonstrates infrequent ability to

Ø      confidently select and use a variety of software programs.

Ø      assess a task and apply appropriate technology to produce a quality product..

 

1

 

Beginning

·         

·        Limited knowledge of technology allows for infrequent ability to think critically

Ø      to fluently describe and use appropriate technology as a tool for a given task.

Ø      about information gathered from electronic sources.

·        Limited independence with technology provides for little or no ability to

Ø      collaborate with and assist others to complete assignments.

Ø      seek information to troubleshoot common technological
   problems.

·        Use of technology demonstrates little or no ability to

Ø      confidently select and use a variety of software programs.

Ø      assess a task and apply appropriate technology to produce a quality product..