|ATTAINMENT||Emerging (E)||Developing (D)||Arriving (A)||Advancing (Ad)|
|1||I can read and interpret technical text and literature.||I can read and comprehend technical texts and/or literature. I can find the central idea and use the text to answer questions.||I can make basic inferences from technical texts and/or literature. I can explain my understanding by referencing the text.||I can make inferences, find evidence to support my conclusions, and synthesize information within and among technical texts and/or literature.||I can analyze abstract ideas in technical texts and/or literature, and I can evaluate relevancy, accuracy, and completeness of information from multiple sources.|
|2||I can maneuver technology.||I can use technology including basic word processing functions to support my work.||I can identify the correct technology to use for a particular task and can use the basic functions of specific software and hardware (e.g. statistical, modeling software, and project management software)||I can identify the correct technology to use for a particular task and can use industry specific software and hardware (e.g. statistical, modeling software, and project management software). I am efficient in my use of the software and I am able to use some advanced functions.||I can learn and adapt to new technology platforms and technologies. I can use the technology to create materials for a particular audience. I can use technology to communicate elaborately about a topic (e.g. simulations, annotations)|
|3||I can articulate complex thoughts and ideas in writing.||I can summarize key points of my thinking.||I can clearly explain my thoughts in writing.||I can express complex thinking clearly and cohesively in writing.||I can express complex ideas with evidence that supports my thinking clearly and cohesively in writing.|
|4||I can understand domain and context specific words and use them appropriately.||I can understand the general idea of context specific words through context clues or its parts (prefix, suffix, or root)||I can understand the meaning of domain and context specific words. I can define context specific words.||I understand the meaning of domain and context specific words and use them correctly in my speaking and writing.||I show my depth of understanding and enhance my speaking and writing by using domain and context specific words to demonstrate conceptual understanding.|
|5||I can verbally articulate a point of view.||I can state my opinion about issues, texts, or situations.||I can compare my point of view with the point of view of others concerning issues, texts, or situations.||I can use evidence to support my point of view around issues, texts, or situations.||I can evaluate the validity of the points of view of others and use evidence to support or refute these points of view.|
|6||I can make connections to current events.||I can identify relevant current events and make connections to content||I can make relevant connections to current events and clearly explain relationship to content||I can make insightful connections to current events and draw conclusions about the relationship of the event to content in discipline specific ways.||I can make connections across multiple current events and apply my understanding to content in a novel or interesting way.|
|7||I can access knowledge around a wide variety of careers.||I can identify a variety of careers.||I can identify and explain a variety of careers and the basic functions of these careers.||I can use the Internet and reputable sources to gather information about careers and the types of duties required in these careers.||I can identify the various career options within the field of study that interests me and I can identify how my strengths and weaknesses fit with the various career options.|
|8||I can use appropriate tools strategically.||I can use simple items to help me in my work ( e.g. mind maps, pencil and paper, concrete models, a ruler, a protractor, a calculator, or a chart).||I can identify and use correct items to help me with a specific task (e.g. graphic organizers, graphing calculators, specific equations, and word processing software, basic lab equipment).||I can choose the correct tools/instrument to use. (e.g. complex formulas, data analysis software, centrifuge). I can recognize the strengths and limitations of the tools that I have.||I can use advanced, highly precise tools and instruments (e.g. statistical software, spectrophotometers). I can seek out additional tools that I may need.|
|9||I can use math to handle finances effectively.||I can retrieve financial information from tables or charts and/or I can perform simple calculations to inform financial decisions. (e.g. calculating prices using discount and original price)||I can compare and contrast financial options and decisions. I can support my claims using evidence from the mathematical calculations.||I can research, organize, and create graphs, models, budgets, mathematical expressions, and functions to meet monetary goals or to solve a problem involving money.||I can create advanced financial models or business plans that demonstrate a macro-level understanding of how variables can interact and change. I can explain how modifying one financial decision impacts other financial decisions.|
|10||I can problem solve.||I can identify a problem/issue and parts of the problem/issue. I set up a strategy to solve the problem/issue. My strategy may involve asking questions and collecting data or information.||I can identify the main parts of the problem/issue. I can set up a strategy to solve the problem/issue. My strategy works with minor errors. I attempt to communicate my solution.||I can identify the main parts of the problem/issue. I can set up an efficient strategy to address a problem/issue. My strategy works. I can identify different strategies to solve or check my work. I can communicate how my strategy or solution connects to the problem/issue.||I can use my problem solving skills to address unfamiliar and ambiguous problems/issues or to identify an area where a solution might be needed (e.g. invention). I can address complex problems/issues in a situation where there are multiple factors. I can identify alternative solutions. I can clearly communicate how the factors within the problem/issue influence both my thinking process and solution.|
|11||I can facilitate a meeting or workshop.||I can create an agenda for a meeting and call the meeting to order.||I can transition from one topic to the next in a meeting, moving the conversation forward when necessary.||I can prioritize within the meeting to make more time for topics that require more attention while addressing all necessary topics that need attention.||I can keep the conversation focused by redirecting participants as needed. I can modify the agenda during the meeting to meet the needs of the group while still adhering to the goals and purposes of the meeting.|
|12||I can use a variety of presentation skills.||I can incorporate eye-contact, straight posture, and small gestures when speaking to an audience.||I can maintain eye-contact with multiple audience members, speak clearly and audibly so all in the room can hear me, and use movement intentionally when speaking to an audience.||I can use varied eye-contact, vocal techniques, and gestures to underscore the message I am communicating.||I can interweave vocal techniques such as volume, pace, and inflection with eye-contact, and gestures that harmoniously enhance the message I am communicating.|
|13||I can interact with new forms of media.||I can understand a new form of media that I read, listen to, or view.||I can identify the benefits of using different types of media.||I can make meaning from using a variety of new forms of media and apply it to my work.||I can create multi-media presentations that show my understanding of a topic in a variety of ways.|
|14||I can safely and appropriately manage social media.|
|15||I can reason logically.||I can use my content knowledge and simple structures or steps to support a progression of thought or ideas. (e.g. beginning, middle, end)||I can use apply my content knowledge and structures or steps to support a progression of thought or ideas. My process includes evidence and interpretation of that evidence (e.g. claim, evidence, interpretation)||I can use a step-by-step approach to prove, defend, or refute different thinking processes. These thinking processes start with either: 1) the end goal or idea and work backwards to justify that end goal, or 2) by gathering resources, theories, or general observations and working towards a solution or end goal.||I can use a step-by-step approach to address a complex situation that is unique or unfamiliar. I can integrate compelling evidence to build an original argument that combines information and sources that cuts across multiple domains.|
|16||I can reason mathematically.||I can solve routine problems or proofs using formulas or known procedures.||I can solve routine problems or proofs using formulas or known procedures. I can show how I moved from one step to the next. I can point to evidence within a proof, argument, or model that supports the reasoning.||I can show and explain how and why I moved from one step to the next. I can explain key pieces of evidence within a proof, argument, or model that supports the reasoning.||I can use mathematical reasoning that is both concrete and abstract. I can fluently move between reasoning using concrete real-world examples to abstract reasoning using mathematical notation.|
|17||I can think symbolically.||I can identify symbols in a story or a problem. I can use and explain the use of basic mathematical symbols (e.g. division, order of operations)||I can identify symbols in a story or a problem and explain what those symbols stand for.||I can interpret the meaning of symbols problem and explain what the symbols stand for. (e.g. high school level symbols include: pie, SIN, COS, TAN) I can identify and explain symbolism within a text.||I can use symbols that represent abstract ideas. (e.g. infinity, imaginary numbers) My use of these symbols is fluent and I can translate between the literal and figurative or the symbol and it's meaning with ease. I can compare and contrast the symbolism from one text/medium with another.|
|18||I can break an idea into its parts.||I can identify the main ideas, details, and/or numbers in a given reading, problem, or situation.||I can use categories or themes to classify the main ideas, details, and/or numbers from a reading, problem or situation. I can explain the classification of these items.||I can explain the connections between the parts of a complex problem, reading, or project. My explanation includes both specific details as well as an understanding of the bigger ideas.||I can break down abstract ideas by analyzing complex systems (e.g. government and political systems or biological systems) in order to understand and manipulate how they function or could function more efficiently.|
|19||I can apply statistics.||I can identify statistics or statistical reasoning when it appears in readings or problems.||I can use basic statistical functions (e.g. mean, median, mode) to evaluate a situation.||I can evaluate data and decide which statistical measure is appropriate, calculate the measure, and explain how the calculation connects to the problem or situation.||I can integrate key statistical information seamlessly into an argument that I am making to further my point. I can take into account outliers and potential factors that may skew the measures.|
|20||I can formulate a sound argument based on evidence.||I can IDENTIFY an argument and explain the evidence on which is based.||I can formulate an argument based on evidence orally and in writing.||I can formulate a complex argument based on evidence using multiple sources in a discipline specific way orally and in writing.||I can formulate complex arguments and counter arguments based on evidence using multiple sources in a discipline specific way orally and in writing.|
|21||I can think creatively.||I can identify more than one solution to a problem.||I can use a non-standard approach to solve a problem.||I can consider multiple approaches to a problem and implement the one that provides the strongest results.||I can demonstrate flexible thinking as I explore and test multiple solutions to implement an effective process that demonstrates original thinking.|
|22||I can represent mathematical expressions.||I can create simple expressions using addition, subtraction, multiplication, and division.||I can identify the parts of an expression. I can use order of operations to create or evaluate expressions.||I can create mathematical expressions to solve a problem.||I can create complex, multivariable expressions. I can rewrite expressions in a way that are equivalent and explain how this sheds light on the problem.|
|23||I can take real world problem and express it in mathematical form.||I can identify the picture or expression that represents a real-world problem.||I can identify the parts of a problem. I can create an expression, graph, or table that represents the problem.||I can create a model, function, or complex expression that represents the mathematical relationships within a real world problem. I can use mathematical notations as needed (e.g., symbolic notation).||I can create a model, function, or expression that represents the mathematical relationships in a real world problem and identify how changing one factor or element impacts the expression and real world implication.|
|24||I can use reasoning to justify a solution or argument||I can explain a solution/argument without providing evidence to support my point of view.||I can explain how I develop a solution/argument by providing evidence that supports my point of view. I can begin to compare and contrast my reasoning with another person's thinking.||I can identify the strengths and weaknesses of at least two different ways to justify a solution or argument. I can provide evidence delineates why one perspective is preferable to another.||I can analyze competing solutions/arguments of complex issues. I consider the context of the situation as part of determining the merit of one approach versus another.|
|25||I can create models for a situation.||I can identify important quantities or details in a model or situation. I can recognize the concept of scale in pictures, maps, and/or graphs. I can create simple models that identify broad concepts or display data (e.g. solar system model or number line).||I can explain and/or display data using graphs, plots, tables, and models. I can create a drawing or 3-D object that is drawn to scale. I can create or explain models that display the functions or processes. (e.g. erosion or systems of equations)||I can analyze or display complex data in sophisticated graphs and models (e.g. histograms, box and whisker plots, architectural drawings). I can analyze or create a detailed drawing or 3-D object that represents a scaled object. I can draw conclusions from a model.||I can create unique models that demonstrate a phenomenon or a situation that is not common. I can improve a model based on data or information gathered.|
|26||I can summarize, represent and interpret data.||I can create equations, charts, graphs, or diagrams to represent data. The chart or diagram has a title or an overview that connects it to the problem or topic.||I can explain how the equation, chart, graph, or diagram supports the problem or topic.||I can analyze data and patterns using mathematical measures to interpret and draw conclusions about a problem or topic.||I can analyze complex data and patterns using advanced statistical and mathematical measures to draw conclusions and make predictions about a problem or topic. I can represent these conclusions in a succinct yet nuanced way for the audience.|
|27||I can reason abstractly.||I can describe or represent an abstract concept in a concrete way (e.g., explaining the choice of color in an art project to explain feelings)||I can apply an abstract concept to explain an idea, event and/or action (e.g., metaphor, big bang theory).||I am able to analyze information, explain relationships, and solve problems on a complex, intangible level (e.g., understanding the relationship between slavery and the Civil War,, trigonometry proofs).||I can analyze a complex, abstract idea (e.g., imaginary numbers, Existentialism). I can argue for or against it using examples that are concrete and abstract.|
|28||I can show precision in my work.||I can identify units of measure and simple conventions.||I sometimes specify units of measure, labeling axes, and use correct spelling conventions. My calculations are sometimes accurate. I use vocabulary words in my work.||I regularly specify units of measure, labeling axes, and use correct conventions. My calculations are usually accurate. I make use of precise vocabulary words and definitions in my work.||I always specify units of measure, labeling axes, and use correct spelling conventions. My calculations are accurate. I use language and sentence structure that is precise and helps further my perspective or voice.|
|29||I can estimate and/or hypothesize.||I can use rounding or base ten concepts in my estimation. I can anticipate the ending of a story. I can estimate or hypothesize using simple numbers or simple concepts.||I can estimate with fractions, integers, and complex numbers. I can use tools, expressions, and graphs to predict future outcomes. I can anticipate the actions of a character in a story. I can create a hypothesis that is defensible.||I can decide when and when not to estimate and which type of estimation technique to use. I can use tools, expressions, and graphs to predict future outcomes. I can forecast or anticipate common events (e.g. hurricanes, migration patterns). I can create a hypothesis that is defensible and specific to my topic||I understand the relationship between numbers and can use this to approximate or forecast an answer in an unknown or unique situation where there are multiple factors to consider. (e.g. climate change and financial modeling). I can create a hypothesis that addresses a personal curiosity.|
|30||I can look for and make use of structure or patterns from source materials.||I can identify and create structures and patterns in a single source||I can compare and contrast and critique structures and patterns from multiple source materials||I can apply/interpret patterns and structures to make predictions and defend my interpretations and use||I can synthesize and evaluate interactions among patterns and structures and make predictions.|
|31||I can look for and express regularity in repeated reasoning.||I can identify repeated reasoning, patterns or calculations. I can repeat or memorize facts or equations to use repeatedly.||I can identify shortcuts that will help me solve individual problems in fewer steps or help me analyze situations in fewer steps. (e.g. factoring, base ten, political cartoon analysis acronym, SWOT analysis)||I can identify and use repeated reasoning in one subject area or within an event or time period. (e.g. reasons for US westward movement, algebra) I can explain the implications of this repeated reasoning using long-term, short-term, abstract or concrete terms.||I can synthesize repeated reasoning in complex datasets or across various time periods or systems (e.g. various year election campaign analysis). I can explain this implications and reasons behind this repeated reasoning using long-term and short-term implications or abstract and concrete terms.|
|32||I can plan and carry out investigations.||I can carry out a plan designed by someone else.||I can devise and follow a plan based on concrete desired outcomes.||I can design and implement a plan to solve a problem that has no right answer. I identify possible mid-course corrections.||I can select or devise a plan among many alternatives to solve a problem. I make mid-course corrections, as needed, to achieved desired outcomes.|
|33||I can determine a central idea from a source.||I can summarize the information from a source.||I can identify multiple ideas in a source.||I can determine the central idea of a source.||I can determine the central idea of a source and discuss it's validity.|
|34||I can construct explanations and design solutions for a situation.||I can identify explanations and design solutions and explain them orally and in writing.||I can construct explanations and design solutions for a problem orally and in writing.||I can construct explanations and design solutions for complex problems orally and in writing.||I can construct explanations and design solutions for complex problems and creative/original alternative solutions.|
|35||I can apply the scientific method.||I can follow the steps of an experiment designed by someone else.||I can do an experiment using a hypothesis created by someone else. I can test the hypothesis by recording my findings through observation and measurement.||I can develop an original hypothesis and test it. I can communicate how my findings connect to phenomena, new knowledge, or correct and integrate previous content knowledge.||I can formulate, test and modify hypotheses of any original experiment created by me. I can determine potential places of bias, and can consider other factors in future experiments.|
|36||I can analyze how things change as they grow||I can identify change and growth and explain the process I think is occurring.||I can analyze how things change as they grow and explain my reasoning.||I can gather information about how things change as they grow and analyze the information to formulate a discipline specific model or rationale.||I can gather information about how multiple objects change and grow, interpreting data, and applying my understanding in new contexts.|
|37||I can analyze how events, ideas, and individuals interact and develop.||I can summarize a series of events and the people or characters involved.||I can explain the cause and effect relationships in a series of events.||I can explain how events and ideas can impact the development and interaction of individuals.||I can make predictions about the ways in which individuals interact and develop based on previous events and ideas.|
|38||I can interpret meaning based on context.||I can summarize information from a source.||I can analyze the relationship among a variety of aspects of a source.||I can interpret the meaning based on the context.||I can use interpretations of a source to make inferences about other sources.|
|39||I can ask questions and define problems.||I can ask questions to help me better understand a problem.||I can ask a series of related questions that help me better understand a problem.||I can ask questions that logically build on one another to define a specific problem.||I can ask questions that logically build on one another to solve a specific problem.|
|40||I can obtain, evaluate, and communicate information.||I can find identify a variety of sources of information and communicate my opinion of this information.||I can determine solid sources of information and summarize the information.||I can evaluate the validity of sources and determine the most important pieces of information from these sources.||I can evaluate and rank the validity of sources, analyze information and share my conclusions.|
|41||I can recognize how point of view influences the presentation of ideas and information.||I can recognize the point of view of a text, speech, performance, image, graphic, argument, or story.||I can analyze and point to reasons for the point of view of others.||I can analyze how point of view impacts the story, arguments, calculations, or creates mathematical bias.||I can create alternative supporting or opposing points of view and critique the impact of point of view on the presentation of others.|
|42||I can evaluate the influence of Engineering, Technology, and Science on Society and the Natural World||I can identify advancements in Engineering, Technology and Science.||I can identify the impact that Engineering, Technology and Science play in my life, society and Natural World.||I can articulate and/or create a project that articulates the impact that Engineering, Technology and Science play in my life, society and Natural World.||I can assess and/or predict the impact that Engineering, Technology and Science play in my life, society and Natural World, and create an original model, process or product that addresses a current issue.|
|43||I can cite evidence and information to build, express, and/or substantiate an argument or interpretation.||I can cite resources related to my argument.||I can cite evidence that supports my argument.||I can cite evidence and develop a logical argument or solution in my writing, speaking, or media presentations.||I can gather, analyze, and evaluate information to draw conclusions and use this information effectively for the task and audience.|
|44||I can write effectively for a particular audience, purpose or task.||I can write both formally or informally.||I can use formal or informal writing depending on the purpose or audience.||I can adapt my writing to suit the purpose, audience, or task.||I can use my voice in my writing to better communicate in response to the audience purpose or task.|
|45||I can conduct research.||I can find resources related to my topic.||I can find and record information related to my topic.||I can find and record information that responds to a specific question about and deepens my understanding of my topic.||I can create new questions based on my research and find new sources to answer those questions and further deepen my understanding of my topic.|
|46||I can analyze how a subject or scene is represented across different mediums.||I can use simple organizing methods (t-charts, Venn diagrams, tables, graphs) to compare and contrast the same subject, information or data as it is portrayed in a different medium. (shapes and sizes)||I can convert a subject, information, or data from one format into another format. (e.g. multiplication problem converted into a division problem, converting fractions to decimals, or translate information from research report into flyer)||I can analyze how subjects, information or data are represented in multiple formats, make generalizations, and apply these generalizations to new situations (write the ending of a story, evaluate a variety of statistical measures)||I can make strategic choices about what medium to use to display a subject, information, or data to best share the information with the audience.|
|47||I can develop or strengthen my writing by planning, revising, editing, rewriting, or trying a new approach||I can use graphic organizers, and I proofread my own writing.||I can incorporate feedback into revisions of my writing.||I can use the writing process and reflect at each step to improve my writing as I progress and create a final product.||I have developed my own writing process and use feedback and my personal reflection to improve on my writing and create a quality final product.|
|48||I can express thoughts, opinions, or feelings in writing.||I can write about what I am thinking about.||I can write about my opinions in writing.||I can appropriately express my thoughts, opinions, or feelings in writing.||I can write clearly about my opinions and feelings and clearly articulate the reasons behind them.|
|49||I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.||I can be understood when I speak or write.||I can control my Standard English conventions, but it is not yet consistent.||I demonstrate control of Standard English.||I use varying syntax and sentence structures to enhance my writing and speaking.|
|50||Confidence: I can believe in myself and engage with my life with confidence, vision and purpose||I have displayed limited confidence/preparation in my presentation of my life career pace, tone, details, and volume.||I can somewhat displays confidence/preparation in my presentation in my life through pace, tone, details, and volume.||I can display confidence/preparation in my presentation of my life through pace, tone, details, and volume.||I can clearly displays confidence/preparation in my presentation of my life through pace, tone, details, and volume.|
|51||Self Regulation: I can control my responses and behaviors in a range of situations, so that I can pursue goals and live up to the realistic standards that have been set for me.||I struggle to articulate patterns in my behavior that impede my progress.||I articulate some of the patterns in my behavior that impede my progress.||I articulate my strengths, weaknesses, culture, learning style, identity, and qualities through the lens of my experience at EPIC.||I articulate my strengths, weaknesses, culture, learning style, identity, and qualities at EPIC and beyond.|
I articulate how I am improving in depth upon my strengths and weaknesses citing major evidence from my life.
|52||Conflict Resolution: I can successfully resolve disagreements and arguments, remaining respectful and considerate of others|
|53||Personal Responsibility: I can assume responsibility for my thoughts and actions and understand the power of my decisions|
|54||Self Advocacy: I can seek and connect to the resources and people that I need to meet my needs and goals|
|55||Collaboration: I can work collaboratively with others||The facilitators displayed limited preparation in dividing the facilitation with each facilitator having a limited understanding about which part of the process was theirs to facilitate. The facilitators had limited equal distribution of responsibility with one facilitator doing more of the work than the other during the circle.||The facilitators somewhat divided the facilitation with each facilitator with a developing understanding about which part of the process was theirs to facilitate without explicitly planning it in their agenda. Both facilitators somewhat contributed in the planning of the circle with the distribution of responsibility being somewhat equal during the circle.||The facilitators clearly divided the facilitation with each facilitator having their own part in leading a step of the process explicitly planned out in their agenda. |
Both facilitators clearly contributed in the planning of the circle with the distribution of responsibility being clearly equal during the circle.
|The facilitators clearly divided the facilitation with each facilitator having their own part in leading a step of the process explicitly planned out in their agenda. Both facilitators clearly contributed to the planning, and the facilitators clearly showed support for one another during the process by passing the focus and complementing one another.|
|56||Empathy: I can be aware and appreciate the motives, opinions, and feelings of others.|
|57||Open Mindedness: I can value diversity, remain open-minded and consider other people’s perspectives|
|58||Conscientiousness: I can make decisions based on what I think is right and follow through on commitments to others.|
|59||Self Care: I can take care of myself in healthy ways.|
|60||Relationship Skills: I can relate, socialize and form relationships with people in productive, healthy and meaningful ways|
|61||Goal and Priority Management: I can set, monitor, adjust and achieve realistic goals that support my growth and development|
|62||Perseverance: I can make it through tough situations and recover from challenges and setbacks|
|63||Service Leadership: I can develop my leadership abilities by using my talents and resources to help others.|
|64||Organization: I can plan & organize myself and my time in ways that support and improve my work.|
|65||Courage: I can show strength and take action even in the face of fear|
|66||Reflectiveness: I can reflect on my thoughts, actions & experiences & make decisions and meaning that are based on my observations & insights|
I struggle to articulate my strengths, weaknesses, culture, learning style, identity, and qualities.
I struggle to articulate how I am improving.
I struggle to articulate how I incorporate and implement feedback received to improve my work.
I struggle to articulate how I connect my past to my future.
My inconsistent command of the standard conventions of English detract from others understanding my meaning.
|I articulate some of my strengths, weaknesses, culture, learning style, identity, and qualities in a general sense.|
I articulate some of the ways I am improving. I name a few examples from my life.
I can partially articulate how I use my past to write my future through reflection and/or action.
My writing and speaking inconsistently demonstrate my command of the standard conventions of English.
I articulate how I am improving upon my strengths and weaknesses by using specific key examples from my life.
I articulate patterns in my behavior that impede my progress by using specific key examples from my life.
I articulate how I incorporate and implement feedback received to improve my work.
I can articulate how I use my past to write my future through reflection and action.
My writing and speaking demonstrate a strong command of the standard conventions of English.
I consistently identify patterns in my behavior that impede my progress and use this information to improve upon my behaviors.
I am always open to suggestions/trying new ways to help me change those patterns and I always implement feedback received to improve my work
I can fully author my own story, past, present, and future using reflection and action.
My writing and speaking are a fluid and clear representation of my voice. My writing and speaking are suitable for a professional presentation.