ACADEMIC DEVELOPMENT

ACADEMIC DEVELOPMENT<= /p>

Standard A:

Students will acquire the attitudes, awareness, knowledge and skills that contribute to effective learning in schools and across life span. =

Students will:<= /o:p>

K-3	4-6	7-8	9-12
STUDY SKILLS Time Management Complete school tasks/routines in time allotted. Follow routines, including having the flexibility to adjust to changes in routines. -Constructed response (checklists, rubrics)<= /span> -Performance-based (observations) *Formative/Summative* Organization Maintain organization in lockers, desks, folders, and backpacks.<= o:p> -Constructed response (checklists) -Performance-based (observations) *Formative/Summative* Task Analysis<= /b> Select tools and explain steps needed to complete task. -Constructed response (checklists) -Performance-based <= span style=3D'font-size:10.0pt;color:red'>(observations) *Formative* Goal Setting Evaluate, with support, strengths and focus areas in order to identify goals and develop pathways to achieve them. -Extended response (portfolio, journals) *Summative* Self Concept Identify academic strengths and focus areas. Explain what a goal is and be able to identify individual academic goals and steps needed to achieve them. Recognize individual needs and seek appropriate school resources (self-advocacy). -Constructed response (conferencing, self-assessment and reflection) *Formative/Summative* Following Directions/Rules/ Poli= cies Listen and comprehend in order to follow directions. -Performance-based (observations, checklists, monitorin= g of behavior plan chart with constructed response) *Formative* Problem Solving Identify a problem and generate and implement possible solutions.= -Constructed response (log, charting, brainstorming, sh= ort answer during Character Education programs) -Performance-based (assemblies, roleplays, observation during Character Education programs, rubric) *Formative/Summative* Interpersonal Skills<= /span> Learn and exhibit basic skills of cooperation as partners and/or = as members of a group. -Constructed response (self-assessment) -Performance-based (observation) *Formative/Summative* Self advocacy<= /b> Express feelings, thoughts, and needs in a socially acceptable and effective manner. -Constructed response (self-reflection) -Performance-based (observation during writing process)= *Formative/Summative* Respect for Others Define and apply respect for peers, adults, and property. -Extended response (Character Education books with discourse, observations) -Performance–based (community meetings, roleplays, fishbowls, socratic seminar, book club, trouble box and buckets with discourse) *Formative/Summative* Work Ethic Recognize successes in order to take pride in work and achievemen= ts. Analyze personal work habits and modify when necessary. -Performance-based (self reflection, report cards comme= nts with checklist, rubrics) *Formative/Summative*	STUDY SKILLS Time Management Utilize time management when completing individual and group tasks with varying levels of independence. Develop a plan to organize and complete assignments both in and o= ut of school in time allotted. -Constructed response (checklists, rubrics, novel book clubs with written response) -Extended response (reports both in and out of school)<= o:p> -Performance-based (observations) *Formative* Organization Maintain and utilize planner for homework and daily events. Organize supplies and locker. Anticipate and plan for special activities before, during, and after school. <= span style=3D'font-size:10.0pt;color:red'>-Performance-based (planner, locker checks, report cards comments, observations) <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (checklists) *Formative* <= o:p> Task Analysis<= /b> Utilize resources with greater independence and plan and follow s= teps needed to complete task. <= span style=3D'font-size:10.0pt;color:red'>-Extended response (projects) <= span style=3D'font-size:10.0pt;color:red'>-Performance-based (observations) *Formative* Goal Setting Evaluate, independently, strengths and focus areas i= n order to identify and refine goals and further develop pathways to achieve them= . <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (personal improvement plan) *Summative* Self Concept Identify, independently, academic strengths and focus areas.= Apply persistence and be able to identify individual academic goa= ls and steps needed to achieve them. Recognize individual needs and seek appropriate school resources (self-advocacy). <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (self-assessme= nt) *Formative/Summative* Following Directions/Rules/Polic= ies Demonstrate the ability to independently follow directions/rules/policies and understand consequences.<= /p> <= span style=3D'font-size:10.0pt;color:red'>-Performance-based (observations, checklists, monitoring of behavior plan chart with constructed response)<= o:p> *Formative<= /p> Problem Solving* Understand and apply the problem solving model (identify the prob= lem, brainstorm multiple solutions, think about the consequences, determine the appropriate choice, evaluate). -Constructed response (short answer(oral and written) during Character Education programs) -Performance-based (roleplays, character-building day—group problem solving activities, observation during Character Educations programs, rubric) *Formative/Summative* Interpersonal Skills<= /span> Apply communication skills and conflict resolution skills when co= llaborating with others. -Constructed response (self-evaluation) -Performance-based (observations, checklists during Socratic seminars) *Formative/Summative* Self advocacy Appropriately express one’s needs and seek assistance when necessary. -Constructed response (self-reflection) -Performance-based (observation during writing process)= *Formative/Summative* Respect for Others Demonstrate acceptance for others’ ideas and opinions, throughout all academic situations. -Extended response (cultural acceptance through DBQR= 17;s) *Formative/Summative* Work Ethic= Recognize successes in order to take pride in work and achievemen= ts. Analyze personal work habits and modify when necessary. -Performance-based (observation, school wide recognition programs) -Constructed response (work and study habits checklist)= *Formative/Summative*	STUDY SKILLS Time Management Apply a time management system for meeting classwork and homework deadlines. Manage competing priorities and explain/demonstrate how these decisions are academically responsible. <= /p> <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (short answer)= -Performance-based (rubric-checklists, planner checks, report card comments) *Formative/Summative* Organization Apply an effective, individualized organization system, to assist= in meeting academic demands. -Performance-based (planner check with constructed resp= onse, report cards comments) *Formative/Summative* Task Analysis<= /b> Follow steps necessary to complete a task and reflect on their effectiveness and revise when necessary. -Extended response (projects) -Performance-based (scientific method) -Constructed response&= nbsp; (journal entries) *Formative* Goal Setting Understand and apply the goal setting model to various academic challenges. -Performance-based (4 year plan, high school plan)= *Formative* Self Concept Develop an awareness of one’s abilities as a learner, then apply awareness to set goals for improvement. Model ability to monitor and adjust approach in adverse situations while maintaining feelings of competence and confidence as learners.= Seek appropriate school and community resources to self advocate.= <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (short answer)= -Performance-based- (observation, teacher feedback, jou= rnal) *Formative* Following Directions/Rules/Polic= ies Demonstrate the ability to independently follow directions/rules/policies and understand and accept short and long term consequences. <= span style=3D'font-size:10.0pt;color:red'>-Performance-based (observation) *Formative<= /p> -Constructed response (discipline referrals short answer written response) Summative* Problem Solving Demonstrate an understanding of the problem solving model by integrating it into a variety of situations. <= span style=3D'font-size:10.0pt;color:red'> <= span style=3D'font-size:10.0pt;color:red'>-Constructed response-(interview) -Performance-based (observation, rubric) *Formative/Summative* Interpersonal Skills<= /span> Demonstrate the ability to work independently and cooperatively w= ith other students. -Performance-based (observation, teacher feedback)= *Formative* Self advocacy = Analyze and independently articulate solutions for daily issues i= n a socially acceptable manner, while advocating for self when necessary. -Performance-based (observation, interview)<= /span> -Extended response (journal entries)<= /p> *Formative* Respect for others Model understanding and accept others’ differences. -Performance-based TBD *Formative* Work Ethic= Display pride in work and achievement and continually strive for = peak performance. Reflect on individual choices on academic performance and develop= a new approach if necessary. <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (interview) -Performance-based (4 year plan, report card comments)<= o:p> *Formative/Summative*	STUDY SKILLS Time Management Independently create and apply a time management system, analyze effectiveness, and make appropriate adjustments. Evaluate and weigh the consequences of competing priorities and i= mplement an effective plan of action that demonstrates academic responsibility. <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (written/verbal short-answer) -Performance-based (observations, report card comments)= *Formative* Organization Independently implement and assess an organization system to meet academic demands. <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (oral discussi= on) -Performance-based (observations, report cards comments= ) *Formative* Task Analysis<= /b> Develop, independently, steps necessary to complete a task, and revise as necessary.<= /o:p> -Performance-based (observations) *Formative* Goal Setting Understand and apply the goal setting model independently to vari= ous academic challenges. -Performance-based (self assessment, oral discussion, checklist, observations) *Formative/* *Summative*(post-high school transition = planning) Self Concept Reassess, continually, and accept one’s abilities as a lear= ner, select challenging goals, and reflect upon relationship between successfu= lly achieving these goals and improving self concept. Apply effective internalized strategies to successfully navigate complex academic situations. -Constructed Response (oral discussion) -Performance-based (self assessment, observations, grap= hic organizers (program planning sheets) *Formative/Summative* Problem Solving Utilize the problem solving model and integrate across a variety = of situations. <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (journal, oral discussion) -Performance-based (role play, simulations, rubric) *Formative/Summative* Interpersonal Skills<= /span> Demonstrate the ability to work independently, as well as the abi= lity to work cooperatively, with others within school and community. Performance-based (self/peer constructed response, observation) *Formative* Self advocacy = Express, independently, one’s needs as a learner and seek assistance when necessary. <= span style=3D'font-size:10.0pt;color:red'> <= span style=3D'font-size:10.0pt;color:red'> <= span style=3D'font-size:10.0pt;color:red'>-Constructed response (oral discussi= on) -Performance-based (observation, self-reflection)<= /o:p> *Formative* Respect for others Model understanding and appreciation for others’ difference= s. -Performance-based <= span style=3D'font-size:10.0pt;color:#3366FF'>TBD *Formative* Work Ethic= Display pride in work and achievement in academic and community settings. Evaluate the impact of choices on academic performance and adjust when necessary. -Performance-based (self reflection, observations, grap= hic organizers) *Formative/Summative*

ACADEMIC DEVELOPMENT<= /p>

Standard B:

Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecond= ary options, including college.

S= tudents will:

K-3

4-6

7-8 &nbs= p;

9-12

MOTIVATION=

Demonstrate initiative and strive to reach one’s potential.

Acquire the skills needed to become a learner.=

-Constructed response (writing)=

-Performance-based (observation, pla= ys)

Summative

LONG RANGE PLANNING

Evaluate the importance of learning and develo= ping time management skills.

Create and participate in opportunities for le= arning outside of the classroom (PTSA, Reflections Program, etc.).

Explore how one’s work habits influence success.

-Performance-based (extracurriculars= )

-Extended response (projects, performances)

Summative

MOTIVATION=

Define & demonstrate ability to strive for highest level of achievement.

Acquire the skills needed to become a self directed/independent learner.

<= span style=3D'font-size:10.0pt;color:red'>-Constructed response (writing)=

<= span style=3D'font-size:10.0pt;color:red'>-Performance-based (observation, rep= ort card comments/effort grades, rubric with self assessment)

Formative/Summative

<= /span>

LONG RANGE PLANNING

Evaluate regularly, with increasing independen= ce, academic progress and adjust plans where necessary.

Explore extra curricular options and outside learning through a variety of experiences such as school clubs, and intramurals.

Analyze assessment results, academic results, = and classroom performance to inform planning.

<= span style=3D'font-size:10.0pt'>

<= span style=3D'font-size:10.0pt;color:red'>-Performance-based (extracurriculars, observations)

<= span style=3D'font-size:10.0pt;color:red'>-Extended response (projects, performances)

Formative/Summative

MOTIVATION=

Follow a rigorous academic program and achieve= at the highest level of individual potential.

Learn and apply skills to become a self-direct= ed learner.

-Performance-based (4 year plan with constructed response, report card comments/effort grades)

Formative/Summative

LONG RANGE PLANNING

Develop an initial 4 year plan of study to max= imize academic ability and achievement.

Access extra curricular activities to create a well-rounded experience that expands high school opportunities.

Explain the connection between performance/eff= ort and academic placement opportunities.

<= span style=3D'font-size:10.0pt;color:red'>-Constructed Response-(short answer written response to future plans)

-Performance-based (development of 4= year plan, report card comments)

-Extended response (career portfolio= )

Formative/Summative

MOTIVATION=

Create a rigorous academic program that challe= nges individual potential and exceeds traditional graduation requirements.

Develop and implement an individualized plan to consistently demonstrate the skills of a self-directed learner.

-Constructed response (writing, oral discussion)

-Performance-based (implementation o= f annual program planning form)

Formative/Summative

LONG RANGE PLANNING

Develop and implement a rigorous annual plan of study to maximize academic ability and achievement.

Access extra curricular activities and/or work opportunities to create a well-rounded experience that expands post high school opportunities.

Use assessment/ performance data to inform educational planning and decision making.

-Constructed response (graphic organ= izer, oral discussion)

-Extended Response (portfolio, stude= nt writing - TBD)

-Performance-based (checklist –= ; TBD)

Formative/Summative

ACADEMIC DEVELOPMENT<= /p>

Standard C:

= ;

Students will understand the relationship of academics to the world of work, and to life at home and in the community.

Students will:

K-3

4-6

7-8

9-12

LIFE SKILLS&n= bsp;

Identify the va= rious responsibilities, with adult support, of school, home and community.=

&nb= sp;

-Cons= tructed response(checklist),

-Perf= ormance-based (observation)

Formative/Summative

LIFE-LONG LEARNING

Identify the importance of school.

Develop an awar= eness of the ability to incorporate skills learned in school in all areas of li= fe.

-Cons= tructed response (discourse) <= /o:p>

-Perf= ormance-based (checklists)

Summative

LIFE SKILLS&n= bsp;

Balance the var= ious responsibilities of school, home and community, with adult support.<= /o:p>

-Perf= ormance-based (observations and report card comments)

Formative/

Summative

&nbs= p;

LIFE-LONG LEARNING

Incorporate ski= lls learned in school in all areas of life.

Apply the skills learned in school in all areas of life.

-Cons= tructed response(discourse)

-Exte= nded response(writing)

Formative

LIFE SKILLS&n= bsp;

Demonstrate the ability to balance the increasing responsibilities of school, home and community, and seek adult support when necessary.

-Cons= tructed response-(interview)

-Perf= ormance-based (observation)

Formative/Summative

LIFE-LONG LEARNING

Recognize the v= alue of lifelong learning as essential to seeking, obtaining and maintaining l= ife goals.

Analyze how sch= ool success is the preparation for making the transition from student to a contributing member of society.<= o:p>

Explore extra-curricular and community opportunities to enhance the school experience.

-Perf= ormance-based (constructed response, 4 year plan)

-Exte= nded response (career portfolio)

Formative

LIFE SKILLS&n= bsp;

Demonstrate the ability to balance school, home and community responsibilities.

-Perf= ormance-based (observation, report card comments)

Formative/Summative

LIFE-LONG LEARNING

Articulate the = value of lifelong learning as essential to seeking, obtaining and maintaining l= ife goals.

Synthesize skil= ls learned in school to assist in the transition from student to a contribut= ing member of society.

Explore and participate co-curricular, work study, and job shadowing opportunities to enhance the school experience.

-Cons= tructed response (oral discussion)

-Perf= ormance-based (simulation)<= /span>

-Extended response (student writing &#= 8211; TBD)

Formative