Master Graduation Requirements Competency Map
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Core Competencies (each box contains up to four indicators)NOTE: If a box is blank below, there are no assigned indicators for that competency level and subject.
ReadingAS A READER, I CAN identify evidence in a text to support larger ideas and conclusions; use context and supporting details to make general inferences about the argument and main idea; analyze how key characters and events develop over the course of the text and advance the plot. AS A READER, I CAN determine a theme and central idea; track the emergence of a theme or idea in a text using direct and inferred supporting evidence; draw connections between events and determine how the structure/organization contributes to development of the argument; provide an objective summary.AS A READER, I CAN compare and contrast the treatment of a topic across texts, media, and primary/secondary sources; utilize appropriate strategies for identifying evidence; evaluate an author's purpose, task, and audience; analyze how an author's choices affect the text.AS A READER, I CAN [meet the criteria for assimilation and] develop opinions and defend my position based on reading researched studies in my discipline; defend a unique argument by appropriately using evidence from a variety of texts.AS A READER, I CAN [meet the criteria for personalization and] synthesize evidence from multiple texts in order to apply those ideas to a unique question; evaluate discipline-specific positions and develop informed critiques; craft a nuanced argument applying discipline-specific knowledge to "enter into conversation" with established work.
WritingAS A WRITER, I CAN cite specific textual evidence from primary and/or secondary sources to support argument; draw on information from multiple sources to revise or strengthen a claim in my writing; use words, phrases, and clauses to logically link the major sections of the text in order to clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
AS A WRITER, I CAN structure a thesis statement that expresses a reasoned argument based on research; develop the topic of an essay with well-chosen, relevant, and sufficient evidence, extended definitions, concrete details, quotations, or other information and examples appropriate to the topic; compile evidence from multiple sources to revise or strengthen argument; develop writing with attention to transitional phrases and clauses as well as transitions between ideas. AS A WRITER, I CAN structure a well supported, multi-paragraph argument responding to given and self-generated prompts; Introduce precise claim(s) and distinguish the claim(s) from alternate or opposing claims; Draw evidence from multiple literary or informational texts to my own writing; Develop a topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; offer conclusion that follows and supports the presented work. AS A WRITER, I CAN [meet the criteria for Assimilation and] develop a clear, well-supported argument that uses evidence to express a specific personal perspective on a topic or idea of my choosing; describe my perspective and support it while also identifying valid counterperspectives; organize my writing in a way that establishes clear relationships among claim(s), counterclaims, and evidence.AS A WRITER, I CAN [meet the criteria for Personalization and] write an essay in which I make claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns; write persuasive and insightful arguments to support a detailed analysis of substantive topics or texts, using strong, thorough reasoning and pertinent, insightful evidence.
ResearchAS A RESEARCHER, I CAN craft an effective thesis statement to guide the research for my essay; cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole; provide an accurate summary of research material; use data in order to develop appropriate and relevant questions. AS A RESEARCHER, I CAN deepen my thesis statement by narrowing or broadening my research questions; draw evidence from literary or informational texts to support analysis, reflection, and research; cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the of the research.AS A RESEARCHER, I CAN develop a thesis that reflects the complexity of my question; craft an argument that is supported and unified by carefully chosen well connected claims, reasons, and evidence; integrate information into the text selectively with consideration of relevance, variety (such as qualitative and quantitative), as well as to maintain the flow of ideas; provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the research.
AS A RESEARCHER, I CAN [meet the criteria for assimilation and] develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both; articulate the implications or the significance of the topic, conclusions, and or questions generated in the research; acknowledge other arguments by responding to them (with concession, refutation, or rebuttal); use specific terminology and conventions within the appropriate field of discipline. AS A RESEARCHER, I CAN [meet the criteria for personalization and] demonstrate an advanced understanding of the subject under investigation through the effective synthesis of a dynamic variety of sources; produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; apply an appropriate disciplinary or interdisciplinary approach to forming argument or rationale.
Speaking and ListeningAS A SPEAKER/LISTENER, I CAN express my topic, thesis and claims with attention to sequence and sufficient support and detail; describe or express feelings to others when appropriate; identify a speaker's purpose; retain significant themes, major claims and key details; summarize key information; make valid inferences from a speech.AS A SPEAKER/LISTENER, I CAN present information and explain findings drawing on supporting evidence; present explanations that are clear, concise and logical such that listeners can follow my line of reasoning; I use transitional phrases (and "signposts") to signal my movement from one point to the next; identify the organization of a speaker's key claims and supporting evidence.AS A SPEAKER/LISTENER, I CAN use transitions and signposting to clarify the relationships between my ideas; control the clarity of my explanation by manipulating my pace as well as deciding which ideas need elaboration, as well as when and how; recognize major claims, transitions, shifts in perspective, and contradictions in structured and unstructured discourse.AS A SPEAKER/LISTENER, I CAN [meet the criteria for assimilation and] integrate evidence from credible, complex, relevant sources to increase my credibility and persuasiveness.AS A SPEAKER/LISTENER, I CAN [meet the criteria for personalization and] center my discourse around a major claim that I establish and use as a tool to focus my work.
Pure MathAS A MATHEMATICAL THINKER, I can apply theorems or axioms to prove a statement is true.AS A MATHEMATICAL THINKER, I can use repeated reasoning to create new theorems, or prove more complex arguments utilizing a compilation of statements and methods.

e.g. syllogisms, knight-knave problems
AS A MATHEMATICAL THINKER, I can take a nonmathematical statement/argument or a Math-based sentence, e.g. some rectangles are trapezoids, and demonstrate truth or falsehood by using symbolic logic or converting the statement into a formal (paragraph or two-column) proof.

e. g. providing counterarguments to if-then statements
AS A MATHEMATICAL THINKER, I can prioritize alternative steps that could be used in a given proof and different methods of proving a given theorem or corollary based on varying criteria, related to efficiency, aesthetics, etc.

Find proofs/arguments in a Math-related and non-Math related context, rewrite them using symbolic notation, show the falsehood of counterarguments using mathematical language related to inverse, converse, contrapositive, there exists, for all
AS A MATHEMATICAL THINKER, I can comprehend and explain advanced proofs; discover and write alternative proofs of established theorems or corollaries;

e.g Proving trigonometric properties using the unit circle
Applied MathAS A MATHEMATICIAN, I can describe a problem abstractly (in terms of its larger structure) by identifying most of the key details and ordered steps needed to solve the problem.AS A MATHEMATICIAN, I can use decomposition to break a problem down into small, logical steps. Identify each step and how they build upon each other or work together to solve the larger problemAS A MATHEMATICIAN, I can write or create a process (algorithm) that solves a problem using software (e.g. Python); use various mathematical models to describe a set of data or situation and use reasoning to justify which model is best.

Demonstrate mastery of iteration, through use of loops in programming.
AS A MATHEMATICIAN, I can evaluate an algorithm by identifying possible solutions to a problem and judging their reasonableness. Does the algorithm work for all possible scenarios? How can it be improved? Is it efficient in its approach? Is the logic sound (debugging)?AS A MATHEMATICIAN, I can use data analytics tools or software such as excel or python to create a complex algorithm or model of a situation that shows evidence of abstraction, decomposition, pattern recognition, logic, and evaluation.
Scientific CommunicationAS A SCIENTIST, I can identify the main ideas and terms related to a topic. I can summarize information by distilling out the non-essential elements. I can express myself with supporting facts. AS A SCIENTIST, I can logically determine relevant versus irrrelevant information for crafting my argument. I can distinguish between concrete evidence and my reasoning and interpretation of that evidence. I can analyze information and draw conclusions.AS A SCIENTIST, I can recognize when the amount of data is statistically significant and express that in my results. I can assimilate my findings to my body of knowledge to create a persuasive argument.
Engineering and Design ThinkingAS AN ENGINEER/DESIGNER, I can identify the components of a system. I can collect data about the performance of a design. I can analyze whether a design solution is at meeting criteras and constraints.AS AN ENGINEER/DESIGNER, I can develop an understanding of each component's impact on the system's function. I can explain, and converse using appropriate domain vocabulary, a design solution and current problems. I can create a simple model. I can use existing models to test solutions before construction.AS AN ENGINEER/DESIGNER, I can develop an assessment that takes into account the precision and reliability of my measurements and other limitations associated with the data collection process. I can interpret data and measurements about the performance of a design and develop steps for improvement and refinement. I can generate models and test individual components to predict performance.
Scientific InvestigationAS A SCIENTIST, I can identify a testable question. I can follow an experimental procedure. I can identify controls and variables. I can identify positive and negative correlations.AS A SCIENTIST, I can refine or modify the quesiton being investigated and adapt experimental procedures accordingly. I can utilize mathematical models to represent my data. I can use evidence to construct an explanation of what happened to support my conclusions. I can identify the appropriate methods to be used for a specific hypothesis.AS A SCIENTIST, I can design an experiment with defined variables and controls, to answer a testable question. I can collect organized, systematic data and construct a conclusion to my investigation question using that data. I can differentiate between observation and inference, and between correlation and causation.
Citizen LiteracyAS A CITIZEN, I CAN describe the essential principles of Constitutional Democracy in the United States and show examples of each.AS A CITIZEN, I can identify a message as primarily social, economic, or political. I can identify variables and/or data used in that message. I can identify the ten most common logical fallacies used in political, social or economic messages. I can identify individual logical fallacies that exist in a paragraph. I can differentiate between the facts used in an argument and the logical way in which those facts are employed. AS A CITIZEN, I can assess a political, economic, or social message to determine if the author has used a logical fallacy in their argument.
Economics and Financial Literacy
Scientific CitizenshipAS A SCIENTIST, I can recognize a scientific source or argument that would benefit from scientific evidence. I can distinguish between scientific phenomena and processes that occur independent of human action(natural) and scientific events that unfold due to human choices.AS A SCIENTIST, I can distinguish between sources that are scientifically reputable and sources that are not. I make the distinction between correlation and causation in media discussing scientific issues. AS A SCIENTIST, I evaluate information sources for biases, and identify resources with minimal bias. I make evidence-based arguments regarding policy and other decisions as they pertains to science, and seek out and evaluate new evidence as needed.
Physical Arts
Visual Arts
Movement Literacy
Multilingual Communication
Modern Media LiteracyI can apply the "five questions of media" to at least two forms of media in a written analysis. I can analyze a non-text source and explain how that source uses visual or auditory cues to influence its audience. I can take a piece of media and explain how the creator's intent and the audiences reception of that media are different. Use a working knowledge of semiology to explain how multiple symbols within forms of media come together to form a paradigm. I can develop a systems thinking analysis map of a piece of media that identifies and charts all elements of its creation, including corporate entities.
Health and Wellness