RHS Graduation Competencies 23-24


1	DP - DESIGN PROCESS						2023-2024
2	I can demonstrate the ability to follow the steps of the design process to complete a quality project or solve a problem.
3		In order to meet the criteria in a specific level, the student must continue to meet the criteria of all previous levels.			Career Ready	College/Career Ready	College/Career Performing
4	Skill	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4	LEVEL 5	LEVEL 6

5	DP.1 I can create a solution or construct an explanation for a defined problem	I can identify possible solutions and/or explanations for the designated problem.	I can identify possible solutions and/or explanations for the designated problem. I can ask questions to investigate the problem further.	I can make a reasonable prediction or outline a potential solution. I can identify the variables involved in the problem.	I can make a reasonable prediction or outline a potential solution. I can provide reasoning for my prediction and/or solution.	I can define a specific, testable problem that can be investigated and addresses an important issue in the field. I can create an initial prediction for my problem that shows I have a clear understanding of the relationships between the variables involved. I can provide specific background information that supports my work (e.g., data referenced from other sources, constraints within the problem, or stakeholder input).	I can define a problem that considers social, economic, or environmental equality. I can create an initial model for my problem that shows I have a clear understanding of the relationships between the variables involved. I can identify constraints within the problem that are relevant, objective and testable. I can prioritize constraints to reflect needs and preferences of clients, users, and other stakeholders.
6	DP.2 I can gather information and design a model	I can gather information and design a model.	I can gather information and design a model that meets established criteria to address the specific task.	I can gather information and design a model that addresses the intended goal and meets established criteria.	I can gather information and design a model that addresses the intended goal and meets established criteria. I can anticipate the trade-offs within my model (e.g., cost, safety, environment, ethics, aesthetics)	I can gather information and design a model that addresses the intended goal and meets established criteria. I can anticipate the trade-offs within my model (e.g., cost, safety, environment, ethics, aesthetics) I can communicate the design strengths and limitations, relative to other design options.	I can gather information and design a model that addresses the intended goal and meets established criteria. I can anticipate the trade-offs within my model (ie. cost, safety, environment, ethics, aesthetics) I can communicate the design strengths and limitations, relative to other design options. My communication is in a professional format.
7	DP.3 I can analyze and make meaning of collected data	I can look at a data set (e.g., table, chart, or graph) and I can point out patterns that I see.	I can look at a data set (e.g., table, chart, or graph) and I can point out patterns that I see. I can make a guess about what the numbers mean, based on where the numbers came from.	I can look at a data set and identify patterns and relationships. I can use reasoning and/or contextual information to explain what the data means	I can look at one or more data sets (e.g. involving linear and nonlinear relationships) and I can explain patterns and relationships between variables using details about the data (e.g. observed patterns or outliers). I can use reasoning, contextual information or math skills to explain what the data means. When applicable, I can compare multiple data sets and determine similarities and differences between and among the data.	I can use systematic methods to identify and analyze patterns and outliers in one or more data sets. I can use reasoning, contextual information, math skills or background knowledge to draw conclusions about the data, question others' conclusions drawn using the data, and/or make valid and reliable scientific claims. I can distinguish between cause and effect relationships, and correlational relationships in my data.	I can use systematic methods and tools or technologies (e.g. computational, mathematical) to identify and analyze patterns and outliers in one or more data sets. I can use reasoning, math skills, background knowledge, or contextual information to draw conclusions about the data, question others' conclusions drawn using the data, and/or make valid and reliable scientific claims. I can distinguish between cause and effect relationships, and correlational relationships in my data using sound evidence. I can determine the significance of the data as it relates to a hypothesis, working explanation, or relevant scientific theories or models.
8	DP.4 I can improve the design	I can make changes to the design, but the changes are not based on any criteria.	I can attempt to improve the design based on reasoning.	I can improve the design based on results from testing and evaluating.	I can improve the design based on results from testing and evaluating. I can communicate the benefits and weaknesses of my redesign and my original design.	I can improve the design based on results of testing and evaluations. I can communicate the benefits and weaknesses of my redesign and my original design I can combine characteristics of multiple designs.	I can improve the design based on results of testing and evaluations. I can communicate the benefits and weaknesses of my redesign and my original design I can combine characteristic of multiple designs. I can justify details of the final design based on objective performance data and prototype testing.