Eagle Expectations
Rubric Scoring – General
Guide
6 (Truly Exceptional;
Superior; Transcendental)
The student demonstrates truly exceptional outcomes. The student transcends most other students in
comparison. The student demonstrates superlative abilities, superior skills and
exceptional attitude.. Student products offer unique
perspectives. The student demonstrates exceptional intuition. The student outcomes demonstrate acute
awareness.
5 (Good; Exceptional;
Above-Average)
The student demonstrates exceptional outcomes. The student is above average in comparison.
The student demonstrates good abilities, exceptional skills and above average
attitude. Student products offer exceptional perspectives. The student demonstrates
good intuition. The student outcomes
demonstrate good awareness.
4 (Accurate; Appropriate;
Apt; Suitable; Competent; Common)
The student demonstrates accurate and suitable outcomes. The student is average in comparison. The
student demonstrates suitable abilities, competent skills and appropriate
attitude. Student products offer common perspectives. The student demonstrates occasional
intuitive abilities. The student
outcomes demonstrate appropriate awareness.
3 (Minimal; Rudimentary;
Simple; Elementary; Limited)
The student demonstrates rudimentary outcomes. The student is average or just below average
in comparison. The student demonstrates elementary abilities, rudimentary
skills and indifferent attitudes. Student products are limited in perspective.
The student demonstrates limited intuitive abilities. The student outcomes demonstrate simple
awareness.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student demonstrates sub-standard outcomes. The student is below average in comparison.
The student demonstrates minimal abilities, sub-standard skills and poor
attitudes. Student products are inappropriate in perspective. The student
demonstrates a lack of intuitive abilities.
The student outcomes demonstrate minimal awareness.
1 (Negligible; Off-task; Inappropriate;
Faulty)
The student demonstrates sub-standard outcomes. The student is well below average in
comparison. The student demonstrates negligible abilities, sub-standard skills
and inappropriate attitudes. Student products are off-task. The student
demonstrates a lack of intuitive abilities.
The student outcomes demonstrate faulty awareness.
Eagle Expectation 1 - INTEGRATE CORE KNOWLEDGE
Application of skills and knowledge
An Eagle will demonstrate skills in reading, writing, and
mathematics and apply them across the curriculum.
Students
appropriately apply skills and knowledge by:
(1)
Showing evidence of reading for understanding across the curriculum
(2)
Demonstrating reflective and critical writing, speaking, and listening
(3)
Demonstrating proficiency in academic content standards
(4)
Completing projects using a variety of resources
6 (Truly Exceptional;
Superior; Transcendental)
The student demonstrates truly exceptional outcomes in reading,
writing, mathematics and is able to apply them across the curriculum. The student transcends most other students in
the application of skills across the curriculum. The student demonstrates
superlative abilities in reflective and critical writing, speaking and
listening. Student products offer a
mastery of the content standards. The student demonstrates exceptional use of a
variety of resources in the completion of projects.
5 (Good; Exceptional;
Above-Average)
The student demonstrates exceptional outcomes in reading,
writing, mathematics and is able to apply them across the curriculum. The student is above average in the
application of skills across the curriculum. The student demonstrates good
abilities in reflective and critical writing, speaking and listening. Student products offer a firm grasp of the
content standards. The student demonstrates good use of a variety of resources
in the completion of projects.
4 (Accurate; Appropriate;
Apt; Suitable; Competent; Common)
The student demonstrates appropriate outcomes in reading,
writing, mathematics and is able to apply them across the curriculum. The student is average in the application of
skills across the curriculum. The student demonstrates apt abilities in
reflective and critical writing, speaking and listening. Student products offer a competent grasp of
the content standards. The student demonstrates common use of resources in the
completion of projects.
3 (Minimal; Rudimentary;
Simple; Elementary; Limited)
The student demonstrates rudimentary outcomes in reading,
writing, mathematics and is able to apply them across the curriculum in a
simplistic fashion. The student is
average or just below average in the application of skills across the
curriculum. The student demonstrates elementary abilities in reflective and
critical writing, speaking and listening. Student products offer a limited grasp of the
content standards. The student demonstrates minimal use of resources in the
completion of projects.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student demonstrates sub-standard outcomes in reading,
writing, mathematics and is not able to apply them across the curriculum. The student is below average in the
application of skills across the curriculum. The student demonstrates poor
abilities in reflective and critical writing, speaking and listening. Student products offer an inaccurate grasp of
the content standards. The student demonstrates inappropriate use of resources
in the completion of projects.
1 (Negligible; Off-task; Inappropriate;
Faulty)
The student demonstrates negligible outcomes in reading,
writing, mathematics and is not able to apply them across the curriculum. The student cannot apply skills across the
curriculum. The student demonstrates faulty and inappropriate abilities in
reflective and critical writing, speaking and listening. Student products offer an inaccurate and
negligible grasp of the content standards. The student demonstrates
inappropriate use of resources in the completion of projects and is generally
off-task.
Eagle Expectation 2 - THINK CRITICALLY
Application of Analytical Thinking
An Eagle
will demonstrate logical, practical, and effective decision-making skills.
Students develop appropriate solutions to problems by:
5 Collecting data in order to draw
inferences, predictions, and conclusions
6 Identifying and defining problems
7 Exploring options by
analyzing and synthesizing information
8
Demonstrating an
awareness of ethical issues and behaviors
Rubric Scoring
6 (Truly Exceptional;
Superior; Transcendental)
The student outcomes demonstrate truly exceptional mastery of
the subject. The student outcomes transcend the output of most other student
products. The student product demonstrates the ability to draw superlative
inferences, make superior predictions and create insightful conclusions.
Student products offer unique perspectives in the identification and definition
of problems. Student products demonstrate exceptional ability to explore
options through intuitive analysis and synthesis of information. The student
outcomes demonstrate an acute awareness of the ethical and behavioral results caused
by their solutions to problems.
5 (Good; Exceptional;
Above-Average)
The student outcomes demonstrate above-average competency in the
subject. The student product demonstrates the ability to draw good inferences,
make exceptional predictions and create meaningful conclusions. Student
products offer good perspectives in the identification and definition of
problems. Student products demonstrate the ability to explore options through
proper analysis and synthesis of information. The student outcomes demonstrate
a keen awareness of the ethical and behavioral results caused by their
solutions to problems.
4 (Accurate; Appropriate;
Apt; Suitable; Common)
The student outcomes demonstrate competency in the subject. The
student product demonstrates the ability to draw adequate inferences, make appropriate
predictions and create suitable conclusions. Student products offer apt
perspectives in the identification and definition of problems. Student products
demonstrate the ability to explore options through average analysis and
synthesis of information. The student outcomes demonstrate an awareness of the
ethical and behavioral results caused by their solutions to problems.
3 (Minimal; Rudimentary;
Simple; Elementary; Limited)
The student outcomes demonstrate minimal competency in the subject.
The student product demonstrates an elementary ability to draw inferences, make
predictions and create conclusions although they may not always be accurate.
Student products offer rudimentary abilities in the identification and
definition of problems. Student products demonstrate the ability to explore
options through simple analysis and synthesis of information although the
process might be faulty. The student outcomes demonstrate a minimal awareness
of the ethical and behavioral results caused by their solutions to problems.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student outcomes demonstrate sub-standard competency in the subject.
The student product does not demonstrate even an elementary ability to draw
inferences, make predictions and create conclusions. Student products offer
imperfect abilities in the identification and definition of problems. Student
products do not demonstrate the ability to explore options through simple
analysis and synthesis of information. Student product is inaccurate and/or
inappropriate. The student outcomes demonstrate a minimal or inappropriate
awareness of the ethical and behavioral results caused by their solutions to
problems.
1 (Negligible; Off-task; Inappropriate; Faulty)
The student outcomes demonstrate no competency in the subject.
The student product does not demonstrate the ability to draw inferences, make
predictions and create conclusions. Student products offer faulty abilities in
the identification and definition of problems. Student products do not
demonstrate the ability to explore options through simple analysis and
synthesis of information. Student product is inappropriate and/or off-task. The
student outcomes demonstrate no awareness of the ethical and behavioral results
caused by their solutions to problems.
Eagle Expectation 3 - COMMUNICATE EFFECTIVELY
Application of Effective Communication
An Eagle will communicate clearly and effectively in all
situations.
Students
communicate effectively by:
(9)
Expressing ideas through oral, written, numeric, physical, and creative means
(10)
Participating in opportunities for cultural enrichment both at school and in
the community
(11)
Demonstrating understanding and use of technology
(12)
Participating in collaborative and cooperative learning experiences
6 (Truly Exceptional;
Superior; Transcendental)
The student demonstrates a truly exceptional ability to
communicate clearly and effectively in all situations. The student transcends most other students in
the expression of oral, written, numeric, physical and creative ideas. The
student demonstrates superlative abilities in the use of technology. The student actively contributes and leads in
the participation of cultural enrichment. The student demonstrates exceptional abilities
in collaborative and cooperative learning activities.
5 (Good; Exceptional;
Above-Average)
The student demonstrates an exceptional ability to communicate
clearly and effectively in all situations.
The student is above average in the expression of oral, written,
numeric, physical and creative ideas. The student demonstrates good abilities
in the use of technology. The student
actively contributes in the cultural enrichment activities. The student demonstrates
exceptional abilities in collaborative and cooperative learning activities.
4 (Accurate; Appropriate;
Apt; Suitable; Competent; Common)
The student demonstrates a competent ability to communicate
clearly and effectively in most situations.
The student is average in the expression of oral, written, numeric,
physical and creative ideas. The student demonstrates apt abilities in the use
of technology. The student participates
in cultural enrichment activities. The student demonstrates appropriate abilities
in collaborative and cooperative learning activities.
3 (Minimal; Rudimentary;
Simple; Elementary; Limited)
The student demonstrates an elementary ability to communicate
clearly and effectively in most situations.
The student is average or just below average in the expression of oral,
written, numeric, physical and creative ideas. The student demonstrates simple
abilities in the use of technology. The
students occasionally participate in cultural enrichment activities. The
student demonstrates appropriate abilities in collaborative and cooperative
learning activities.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student demonstrates a sub-standard ability to communicate
clearly and effectively in most situations.
The student is below average in the expression of oral, written,
numeric, physical and creative ideas. The student demonstrates minimal
abilities in the use of technology. The
students rarely participate in cultural enrichment activities. The student demonstrates
inappropriate abilities in collaborative and cooperative learning activities.
1 (Negligible; Off-task; Inappropriate;
Faulty)
The student demonstrates negligible ability to communicate
clearly and effectively in most situations.
The student is well below average in the expression of oral, written,
numeric, physical and creative ideas. The student demonstrates faulty abilities
in the use of technology. The students
do not participate in cultural enrichment activities. The student demonstrates
faulty abilities in collaborative and cooperative learning activities.
Eagle Expectation 4 - DEVELOP INDIVIDUALLY
Application of Personal and Social Skills
An Eagle will form educational, vocational, and personal goals
while demonstrating respect and understanding for diversity in the surrounding
world.
Students
reach for the future by:
(13)
Establishing goals and objectives beyond graduation
(14)
Demonstrating personal accountability, and intellectual independence
(15)
Contributing time, energies, and talents to improve the quality of life in our
school and community
(16)
Acknowledging and respecting cultural and ideological diversity and individual
differences in the classroom and the community
6 (Truly Exceptional;
Superior; Transcendental)
The student demonstrates a truly exceptional ability to develop
and grow educationally, vocationally, and personally while demonstrating
respect and understanding for diversity.
The student transcends most other students in personal accountability
and individual independence. The student establishes reachable and superlative goals
beyond graduation. The student actively
contributes time and resources to improve the school and community. The student
demonstrates exceptional abilities in respecting cultural and ideological
differences.
5 (Good; Exceptional;
Above-Average)
The student demonstrates an exceptional ability to develop and
grow educationally, vocationally, and personally while demonstrating respect
and understanding for diversity. The
student is above average in personal accountability and individual independence.
The student establishes reachable and exceptional goals beyond graduation. The student actively contributes time and
resources to improve the school and community. The student demonstrates good
abilities in respecting cultural and ideological differences.
4 (Accurate; Appropriate;
Apt; Suitable; Competent; Common)
The student demonstrates an
ability to develop and grow educationally, vocationally, and personally while
demonstrating respect and understanding for diversity. The student is average in personal
accountability and individual independence. The student establishes reachable
goals beyond graduation. The student
contributes time and resources to improve the school and community. The student
demonstrates suitable abilities in respecting cultural and ideological
differences.
3 (Minimal; Rudimentary;
Simple; Elementary; Limited)
The student demonstrates a
minimal ability to develop and grow educationally, vocationally, and personally
while demonstrating limited respect and understanding for diversity. The student is average or just below average
in personal accountability and individual independence. The student establishes
minimal goals beyond graduation. The
student occasionally contributes time and resources to improve the school and
community. The student demonstrates rudimentary abilities in respecting
cultural and ideological differences.
2 (Sub-standard; Minimal;
Inappropriate; Inaccurate)
The student demonstrates a
sub-standard ability to develop and grow educationally, vocationally, and
personally while demonstrating minimal respect and understanding for diversity. The student is below average in personal
accountability and individual independence. The student establishes minimal
goals beyond graduation. The student
rarely contributes time and resources to improve the school and community. The
student demonstrates rudimentary abilities in respecting cultural and
ideological differences.
1 (Negligible; Off-task;
Inappropriate; Faulty)
The student demonstrates a
negligible ability to develop and grow educationally, vocationally, and
personally while demonstrating inappropriate respect and understanding for
diversity. The student has no sense of personal
accountability and individual independence. The student establishes inappropriate
goals beyond graduation. The student never
contributes time and resources to improve the school and community. The student
demonstrates faulty abilities in respecting cultural and ideological
differences.