• Learning Expectations and School-Wide Rubrics  

    SOUTH HADLEY HIGH SCHOOL

    21ST CENTURY LEARNING EXPECTATIONS:

    LE 1: Read and write effectively

    CRITERIA

    4: ADVANCED

    3: PROFICIENT

    2: NEEDS IMPROVEMENT

    1: INSUFFICIENT

    Identifies central ideas and supporting details

     

    Identifies the central idea in a text and provides multiple examples of textual evidence to support claim

     

    Identifies the central idea in a text and provides adequate evidence to support claim

    Has a limited or vague understanding of the central idea in a text and provides limited evidence to support claim

    Unable to identify any central idea in a text; reader has no understanding of the author’s intent

     

    Makes inferences and draws conclusions

     

    Makes insightful connections between text and prior knowledge; provides rich and detailed evidence to support inferences and/or conclusions

     

    Makes meaningful connections between text and prior knowledge; provides adequate evidence to support inferences and/or conclusions

     

    Makes at least one appropriate connection between text and prior knowledge; provides limited evidence to support inferences and/or conclusions

     

    Unable to make any valid connection between the text and own prior knowledge

     

     

     

     

     

    Effectively develops ideas and supporting details

    Exceptionally clear and focused ideas with relevant, strong supporting details that enrich the central ideas and showcase the writer’s knowledge of the subject

    Clear and focused ideas with appropriate details or examples; reader has a good understanding of the writer’s intent

    Main idea is evident with some supporting details, which may be general or limited; defined topic shows inconsistencies; some arguments are weak, illogical or unconvincing

     

    Unclear purpose or theme; details are too general

     

    Organizes structure of writing assignment in a purposeful and logical manner

    Organizational structure is uniquely suited to the topic; paragraphing is effective; thoughtful transitions connect ideas; sequencing is logical and effective; creative and engaging introduction and conclusion

     

    Organizational structure is appropriate but conventional; paragraphing and transitions are evident; sequencing shows logic; inviting introduction and conclusion

    Organizational structure and paragraphing lack a clear sense of direction; sequencing and transitions between ideas are confusing; an attempt at an introduction and conclusion is evident

    Lack of organizational structure makes it hard for the reader to follow; little or no evidence of paragraphing present; transitions nonexistent or confusing; no identifiable introduction or conclusion

    Demonstrates varied sentence structure and word choice

    Sentences effectively vary in length and structure; word choices enhances and clarifies meaning; creates a unique voice which is compelling and engaging

     

    Most sentences vary in length and structure; word choices are functional, adequate and correct; creates a voice that at times is unique and engaging

    Sentence structure and word choice are simplistic and repetitive; a weak or inappropriate voice is used

    Sentence structure and word choice are often incorrect; the piece fails to engage the reader

    Demonstrates control and mastery over a wide range of standard English conventions

    Control and mastery over a wide range of standard English conventions are evident; very few errors are evident and do not affect readability

     

    Competence with most standard English conventions is evident; paper has occasional errors in language convention; errors do not interfere with understanding; some editing is required

     

    Limited control and mastery over basic standard English conventions; noticeable errors in language conventions detract from the reader’s ability to understand the meaning of the text; editing for errors is a priority

    Limited control over many basic standard English conventions exists; significant errors make text hard to read

     

    LE 2: Communicate and listen effectively

    CRITERIA

    4: ADVANCED

    3: PROFICIENT

    2: NEEDS IMPROVEMENT

    1: INSUFFICIENT

    Effectively participates in classroom discussions

    Asks relevant questions and volunteers or expresses clear, concise, and appropriate opinions and ideas that generate discussion and learning

     

    Asks relevant questions and volunteers or expresses appropriate opinions and ideas

    Asks questions or expresses opinions and ideas when called upon

    Does not ask questions nor expresses opinions and ideas

    Effectively delivers a presentation

    Uses effective eye contact, poise, posture and movement to hold audience attention; consistently speaks clearly with fluidity and emphasis, using appropriate pronunciation, enunciation, inflection and tone; adjusts pace and volume effectively

     

    Uses eye contact, poise, posture and movement to hold audience attention; speaks with clarity using appropriate volume, pronunciation, enunciation, inflection and tone; adjusts pace and volume effectively

    Limited use of eye contact and posture to hold audience attention; pronunciation, enunciation, inflection and tone vary in quality; cannot adjust pace and volume effectively

    Limited to no use of eye contact and posture to hold audience attention; volume, pronunciation, enunciation, inflection and tone are flat or ineffective in getting listener’s attention; pace is ineffective

    Effectively delivers content of a presentation

    Main ideas are developed in depth and extensively supported by details and examples; demonstrates full knowledge of topic and answers all questions with developed explanations; information is presented in an effective and coherent manner

     

    Main ideas are adequately developed and supported by details and examples; demonstrates knowledge of topic and responds to questions; information is presented in a coherent manner

    Few, if any, main ideas are developed and supported; demonstrates limited knowledge of topic when responding to questions; presentation of information needs better organization

    Main ideas are unclear and rarely supported; demonstrates insufficient knowledge of topic; presentation of information lacks organization

    Uses active listening skills in the classroom

    Fully engaged and attentive to speakers and responds appropriately to the ideas of others in order to contribute to the learning experience

     

    Attentive to speakers and responds appropriately to others

    Limited attention to speakers and little response to the ideas of others

    Little to no attention to speakers and is unresponsive to the ideas of others

     

     

     

     

     

     

    LE 3: Think critically and problem solve independently, and collaboratively

    CRITERIA

    4: ADVANCED

    3: PROFICIENT

    2: NEEDS IMPROVEMENT

    1: INSUFFICIENT

    Identifies, clarifies, and describes the scope of the problem and related issues

    Articulates an  in-depth, accurate  and nuanced understanding of the scope of the problem and related issues

     

    Articulates an accurate understanding of the scope of the problem and related issues

    Makes few appropriate inferences, identifies only basic patterns, and/or draws weak conclusions

    Unable to identify the scope of the problem or the related issues

    Makes inferences, identifies patterns, and draws conclusions

    Makes perceptive or complex  inferences, identifies complex patterns, and draws insightful conclusions

     

    Makes inferences, identifies patterns, and draws reasonable conclusions

    Makes few inferences, identifies only basic patterns, and/or draws weak conclusions

    Makes few or no inferences, cannot identify patterns or draw conclusions

    Uses problem-solving strategies and applies knowledge in new context

    Demonstrates a strong and creative use of problem-solving strategies and knowledge in new contexts

     

    Demonstrates appropriate use of problem-solving strategies and knowledge in new contexts

    Demonstrates limited use of problem-solving strategies and/or knowledge in new contexts

    Demonstrates little or no use of problem-solving strategies and/or knowledge in new contexts

    Locates, organizes, and processes information from a variety of sources

    Locates information/ data in a variety of high quality conventional and unconventional  resources; accurately analyzes information for the main ideas; evaluates relevance, accuracy, credibility and bias; logically organizes and synthesizes information.

    Locates information/ data in several sources; identifies the main ideas; evaluates the usefulness and accuracy of information for relevance, credibility and bias; organizes  information.

    Difficulty locating information/ data from information; may struggle to analyze it for relevance, accuracy, credibility and bias; information lacks organization.

    Cannot locate information/ data from sources; cannot analyze information for relevance, credibility and bias; information lacks organization

    Considers, tests and justifies solutions/ conclusions independently and collaboratively

    Demonstrates the ability to develop insightful solutions/ conclusions based on a thorough examination of the evidence and reasonable alternatives; evaluates possible consequences independently and collaboratively

     

    Demonstrates the ability to develop appropriate solutions/ conclusions based on an examination of the evidence or offer reasonable alternatives; evaluates solutions/ conclusions independently and collaboratively

    Solutions/ conclusions are based on incomplete evidence; presents limited alternatives; struggles to work independently and/or collaboratively

    Solutions/ conclusions are missing or are incomplete; appropriate alternatives are lacking; struggles to work independently and/or collaboratively

     

     

     

     

     

    LE 4: Demonstrate individual responsibility for one’s own learning

    CRITERIA

    4: ADVANCED

    3: PROFICIENT

    2: NEEDS IMPROVEMENT

    1: INSUFFICIENT

    Demonstrates individual responsibility in the classroom by adhering to the school’s attendance and tardy policies

     

    Is rarely absent or tardy

    Has few absences or tardies that do not interfere with academic performance and/or learning

    Student absences or tardies interfere with academic performance and/or learning

    Student absences or tardies prohibit academic performance and learning

    Follows directions, completes assigned work, adheres to schedules

    Consistently follows directions, completes assigned work on time, and adheres to schedules

     

    Usually follows directions, completes assigned work, and adheres to schedules

    Sometimes follows directions, completes assigned work, and adheres to schedules

    Rarely follows directions, completes assigned work, and adheres to schedules

    Takes responsibility for his/her own learning

    Consistently  prepared with homework and appropriate class materials; works hard regularly; shows strong perseverance when work is difficult

    Usually prepared with homework and the appropriate class materials for that day; works hard most of the time and shows perseverance when work is difficult

     

    Occasionally prepared with homework and the appropriate class materials for that day; at times works hard and shows some perseverance when work is difficult

    Rarely prepared with homework and the appropriate class materials for that day; seldom works hard and does not persevere when work is difficult

     

    LE 5: Demonstrate respectful behavior and ability to resolve conflicts

    CRITERIA

    4: ADVANCED

    3: PROFICIENT

    2: NEEDS IMPROVEMENT

    1: INSUFFICIENT

    Demonstrates respect for self and others with regard to race, ethnicity, gender, sexuality, sexual orientation, class, and intellectual and physical ability

    Consistently demonstrates and advocates respect for self and others with regard to race, ethnicity, gender, sexuality, sexual orientation, class, and intellectual and physical ability

     

    Usually demonstrates and advocates respect for self and others with regard to race, ethnicity, gender, sexuality, sexual orientation, class, and intellectual and physical ability

    Sometimes demonstrates and advocates respect for self and others with regard to race, ethnicity, gender, sexuality, sexual orientation, class, and intellectual and physical ability

    Rarely demonstrates and advocates respect for self and others with regard to race, ethnicity, gender, sexuality, sexual orientation, class, and intellectual and physical ability

    Able to resolve conflicts in a diplomatic, calm manner

    Consistently resolves conflicts in a diplomatic manner; can voice concerns logically and calmly; can see the other person’s perspective; is sensitive to the other person’s feelings; willing to compromise

     

    Usually resolves conflicts in a diplomatic manner; usually can voice concerns logically and calmly; can see the other person’s perspective; is sensitive to the other person’s feelings; willing to compromise

    Occasionally resolves conflicts in a diplomatic manner but often raises his/ her voice and is unable to remain calm; cannot see the other person’s perspective; insensitive to the other person’s  feelings; occasionally willing to compromise

    Rarely resolves conflicts in a diplomatic manner; frequently raises his/ her voice; cannot see the other person’s perspective; insensitive to the other person’s feelings; unwilling to compromise