Competency tracker - v2.0

	A	B	C	D	E	F
1	Competency Rubric (Pick one of the Competencies to focus on for Exhibition)
2	Competency	Criteria	Beginning	Emerging	Competent	Exceptional

3	Communication (CO)	Speaks so others can undertsand	Not yet able to communicate effectively, even with prompts/scripts.	In order to communicate effectively, the student may need prompts/scripts.	Actively conveys ideas in a variety of ways and is understandable	Actively conveys ideas in a variety of engaging and insightful ways.
4		Writes clearly and concisely	Not yet able to write coherent sentences or paragraphs.	Student needs to develop writing skills and understanding of Spelling, Mechanics, Usage, and Grammar.	Consistently writes clearly and concisely using standard conventions.	Consistently writes in an effective and engaging way.
5		Conveys ideas using words, objects, and images	Not yet able to deliver a message through visual or non-verbal means.	Student needs to develop additional skills in order to clearly deliver message.	Communicates effectively using a variety of media.	Uses a variety of media in engaging, effective, and isightful ways.
6	Information, Media, & Technology Skills (IMT)	Uses information from multiple sources	Demonstrates little or no ability to independently collect sources. Shows little or no evidence of source evaluation	Demonstrates some ability to independently collect a variety of sources. Partially analyzes sources to assess accuracy, authority and timeliness.	Demonstrates the ability to independently and adequately collect a variety of sources. Adequately analyzes sources to assess accuracy, authority and timeliness.	Consistently demonstrates the ability to independently and effectively collect a variety of sources. Critically analyzes sources to assess accuracy, authority and timeliness.
7		Reads with understanding	Demonstrates little or no comprehension of concepts and/or main ideas presented in a text. Draws little or no meaning from context clues.	Demonstrates partial comprehension of concepts and/or main ideas presented in a text. Attempts to draw meaning from context clues	Demonstrates effective comprehension of concepts and/or main ideas presented in a text. Draws meaning from subtle context clues.	Consistently demonstrates superior and effective comprehension of concepts and/or main ideas presented in a text. Readily draws meaning from subtle context clues.
8		Uses technology tools productively	Student struggles with technology resources and needs extensive assistance for appropriate usage.	Student struggles with technology resources and may need some assistance for appropriate usage.	Student is knowledgeable about technological resources and problem-solves without assistance.	Student demosntrates expertise with technological tools.
9	Life Skills (LS)	Manages goals and time	Student does not set and/or meet appropriate and realistic goals without assistance.	Student does not meet appropriate and realistic goals without assistance.	Appropriate, realistic goals and deadlines are set and met independently.	Appropriate, realistic, and challenging goals and deadlines are set and met independently.
10		Uses social and cross cultural skills	Does not yet strive to understand other's perspectives and meet other's needs. Difficulty adjusting expectations and compromising when necessary in order to solve problems. Frequently conributes to gossip and/or escalation.	Sometimes strives to understand other's perspectives and meet other's needs, adjusting expectations and compromising when necessary in order to solve problems. May be judgemental at times. May conribute to gossip or escalation of conflict.	Consistently strives to understand other's perspectives and meet other's needs whenever possible, without judgement, focusing on the positive, adjusting expectations and compromising when necessary in order to solve conflicts.	Consitently strives to bring out the best in everyone through understanding, perspective-taking, and active support, resolving conflicts through conversation, and skillfuly exerting leadeship through example.
11		Takes initiative and is self-directed	Creates a limited plan for achievement of goals with little or no assessment of products/performances. Extensive assistance is needed to take steps towards completion of work.	Creates a partial plan for achievement of goals. Occasionally monitors progress with some assessment of products/performances. Some assistance is needed to take steps towards completion of work.	Creates a focused plan for achievement of goals. Monitors progress and assesses the quality of products/performances. Competent self-directed learner who is able to follow through on goals.	Independently creates a focused plan for achievement of goals. Effectively monitors progress and assesses the quality of products/performances. Competent self-directed learner who is able to follow through on goals and shows initiative.
12		Takes responsibility for learning	Demonstrates little or no desire to learn. Seeks limited or no information on personal and/or social topics or issues.	Demonstrates some desire to learn. Seeks some information on personal and/or social topics or issues.	Demonstrates a desire to learn. Seeks additional information to explore personal and/or social topics or issues.	Consistently demonstrates a desire to learn. Independently seeks in-depth information to explore personal and/or social topics or issues.
13	Career Skills (CS)	Collaborates with others	Extensive support is needed for group-work, adult interactions. Adapting to varied roles/responsibilities require monitoring.	Some support is needed for group-work, adult interactions. Adapting to varied roles/responsibilities require monitoring.	Collaborates extensively with others and adapts to varied roles/responsibilities/environments.	Collaborates extensively with others, adapts to varied roles/responsibilities/environments and shows leadership.
14		Acts responsibly with accountability	Extensive guidance is needed to stay focused during independent and group settings. Work requires oversight.	Some guidance is needed to stay focused during independent and group settings. Work requires oversight.	Always acts in a responsible manner and is able to self monitor, define, prioritize, and complete tasks.	Always acts in a responsible manner and is able to self monitor, define, prioritize, and complete tasks. Highly motivated.
15		Works productively with flexibiltiy and adapability	Demonstrates little or no productivity or understanding or flexibility in reworking ideas. Makes limited or no associations or connections.	Does not yet meet required work productivity. Demonstrates some understanding and flexibility in reworking ideas. Makes some associations and connections based on different perspectives.	Meets required work productivity. Demonstrates understanding and flexibility in reworking ideas. Makes accurate associations and connections based on different perspectives.	Exceeds required work productivity. Consistently demonstrates understanding and flexibility in reworking ideas. Makes insightful associations and connections based on different perspectives
16	Critical Thinking & Problem Solving (CT)	Uses quantitative and empirical reasoning and problem solving	Employs limited or no quantitative and empirical strategies to evaluate alternatives or generate solutions.	Partially employs quantitative and empirical strategies to evaluate alternatives and generate solutions.	Adequately employs relevant quantitative and empirical strategies to evaluate alternatives and generate comprehensive solutions.	Consistently employs insightful and relevant quantitative and empirical strategies to evaluate alternatives and generate comprehensive solutions to problems.
17		Observes critically	Presents information without adequate justification/confuses correlations. Unable to clearly identify conclusions, implications, and consequences of key relationships.	Examines some evidence for accuracy, relevance, and/or completeness. Considers some consequences based on evidence, data, context, and assumptions.	Examines all evidence for accuracy, relevance, and completeness. Considers most important consequences based on evidence, data, context, and assumptions.	Examines all evidence for accuracy, relevance, and completeness. Thoroughly analyzes consequences based on evidence, data, context, and assumptions.
18		Reflects and evaluates	Reflects with little or no understanding of the solution/decision and limited or no evaluation of its accuracy, credibility, and relevance.	Reflects with a partial understanding of the solution/decision and sometimes evaluates its accuracy, credibility, and relevance.	Adequately reflects with an understanding of the solution/decision and evaluates its accuracy, credibility, and relevance.	Effectively reflects with an indepth understanding of the solution/decision and evaluates its accuracy, credibility, and relevance.
19	Creativity & Innovation (CI)	Thinks creatively	Products created with extensive assistance and/or lacking in originality.	Produces original/well-developed results with some assistance.	Independently produces original/well-developed results.	Independently produces original/well-developed/insightful/engaging results.
20		Takes smart risks	Demonstrates little or no attempt to deal with challenging problems and unfamiliar perspectives.	Sometimes deals with challenging problems and unfamiliar perspectives.	Tackles challenging problems and explores unfamiliar perspectives	Consistently tackles challenging problems and explores unfamiliar perspectives.
21		Employs design thinking	Limited perspectives and difficulty incorporating group input and feedback.	Sometimes open to new/diverse perspectives and uses limited creation techniques.	Consistently thinks outside the box, looking at a problem from a variety of perspectives, and independently seeking appropriate resources	Actively seeks new/diverse perspectives and uses a combination of original and researched creation techniques.
22		Displays an entrepreneurial disposition	Does not yet see mistakes as learning opportunities; sees them as failures. Process is short-term.	Understands mistakes are learning opportunities, but sees them as failures. Process is short-term.	Tackles challenging problems without obvious solutions. Long-term process of cyclical successes/failures.	Tackles challenging problems without obvious solutions and real-world, personal consequences. Shows growth mindset in long-term process of cyclical successes/failures.
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