successful learner traits - archchicago.orgocs.archchicago.org/portals/23/report card pilot/grade...

Archdiocesan Standards-Based Report Card (SBRC)Academic Expectations

Grade 8(Version 2.04)

2012-2013

Name of School

Address

School’s Mission and Philosophy StatementsName of School

Address

Archdiocese of Chicago Grade 7 Academic Expectations (v 2.04)1

Grade Level ExpectationsOverview

The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. Instead of providing one overall letter grade for each academic area (e.g., reading, math, science), the SBRC reports on student achievement on particular grade-level learning standards. This document has been developed to help parents better understand their child’s report card and grade-level learning standards. Parents will have a good idea of the learning being assessed in each portion of the report card when reviewed along with instructional materials sent home. Every child is an individual who grows and develops at his/her own rate. Students in the same grade level may differ widely from others in the class. The learning expectations identified here apply to all students by the end of the year.

You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, standardized test results, quizzes/tests, projects, daily work, teacher notes, etc.

Performance level marks communicate a student’s achievement on a particular learning standard. Special performance criteria is used to evaluate student achievement on a variety of measures (e.g., tests, quizzes, projects, performance, etc.). Such criteria may be communicated via a “rubric” for different measures. Every learning standard indicator may not be assessed or evaluated for every report card period. In such cases, teachers may assign “>” to indicate that the learning expectation was not a focus of classroom instruction during a report card period.

There is an SBRC for each grade level. At first glance, it may appear that learning standards are the same for different grade levels in a particular report card form. The rigor and the evidence needed to meet academic expectations increase as students progress from grade to grade. This document has been developed for each grade level to further describe what students are expected to know, understand, and are able to do.

Academic expectations appearing in this document are by no means an exhaustive or exclusive listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of the class throughout these topics is also flexible. As teachers assess student performance on a given topic, they may find it necessary to spend more time to ensure solid understandings.

The SBRC and this Grade Level Academic Expectations document provide students and parents with feedback about what students are expected to know, understand, and are able to do. This feedback is important in establishing next steps and immediate learning goals. You are encouraged to speak with your child’s teacher if you have any questions about any code appearing on the report card.

General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards.


Standards-Based Performance Levels and DescriptionsPerformance

Level Descriptor Characteristics/Examples

4 Advanced

Student achievement reflects in-depth understanding and application that goes beyond the grade-level expectations Evaluates, analyzes, and interprets concepts to develop new understanding Uses concepts and critical-thinking skills to extend learning and understanding Identifies and uses understanding of key concepts and skills in decision-making and problem-solving, consistently and

independently

3 Proficient

Student achievement reflects understanding and application of the grade-level expectations Uses understanding of concepts to produce work or solve problems Asks and answers a variety of complex questions that reflect understanding of key concepts Identifies and uses understanding of key concepts and skills in decision-making and problem-solving consistently

2 Progressing

Student achievement reflects emerging understanding of grade-level expectations Uses understanding of concepts to produce work or solve problems with support and guidance Asks and answers a variety of questions that reflect emerging understanding of key concepts with support and guidance Communicates understanding of key concepts, skills, and content knowledge in decision-making and problem-solving

inconsistently

1 Beginning

Student needs development of foundational skills to achieve grade-level expectations Applies concepts to produce work or solve problems with significant intervention Asks and answers questions that demonstrate partial understanding with significant intervention Communicates key concepts, skills, and content knowledge with significant intervention

>Evaluated in a

different trimester

Student is not assessed on the report card at this time Learning goal was not a focus during this trimester

Conventional Letter Grade Scale for Grades 6 through 8 OnlyFor the purpose of certain high school placement, students in grades 6-8 will receive a conventional letter grade in addition to the above performance level marks. Conventional letter grades are determined on the scale below and cannot be mathematically calculated from the performance level.

A = 4.00 – 3.00B = 2.99 – 2.50C = 2.49 – 2.00D = 1.99 – 1.50


F = 1.49 and below


Successful Learner Traits

Many attitudes and behaviors mark the progress of successful learners. Successful Learner Traits are based on the Illinois State Board of Education (ISBE) social-emotional standards.


Develops self-awareness and self-management skills to achieve school and life successManages emotions and behaviorRecognizes personal strengthsSeeks assistance when neededStrives for personal bestProduces legible workDemonstrates organizational skills

Uses social awareness and interpersonal skills to establish and maintain positive relationshipsRespects the feelings and perspectives of others based on Gospel valuesUses communication and social skills to interact effectively with othersDemonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors.Accepts directions and follows rulesApplies decision-making skills responsibly with daily academic and social situations.Contributes to the well-being of one’s school and community.


Successful Learner Traits ScaleLevel Descriptor Description

4 Advanced Student is able to consistently and independently manage his/her behavior to comply with grade-level expectations.

3 Proficient Student is able to manage his/her behavior with minimal guidance to comply with grade-level expectations.

2 Progressing Student manages his/her behavior through frequent guidance to comply with grade-level expectations

1 Beginning Student is not able to manage his/her behavior independently and requires frequent guidance. This behavior hinders student progress.

Grading

The 2012-2013 Archdiocesan Standards-Based Report Card (SBRC) provides a summative evaluation on important learning standards rather than just an overall letter grade for each content area. Feedback on specific learning standards provides you and your child with much richer information about his/her specific strengths and areas for growth. Focusing and reporting on specific learning standards makes it clearer to everyone involved what a student knows and is able to do. That focus and research-based grading practices not only improves grading consistency but more importantly supports student learning and achievement.

Learning standards are evaluated in terms of what a student should know or be able to do by the end of the school year. Many learning standards may require the entire year before a student reaches a proficient or advance performance level. Learning standards that are more limited in scope, but nonetheless are important educational markers for all students may require less time for students to reach proficiency.

The SBRC uses different scales to communicate student performance. Below is a brief description of each scale and student performance level on the SBRC learning standards.

Standards-Based Scale

The SBRC Standards-Based Scale is designed to communicate student achievement on learning standards into four qualitatively different performance levels: 1) Beginning, 2) Progressing, 3) Proficient, and 4) Advanced. An additional level “>” is used when a learning goal was not an instructional focus and not measured during a trimester. Further details about the standards-based scale can be found on the front cover of any report card or in any of the Grade Level Academic Expectations documents.

Performance Levels Communicate Better Than Percent Correct. Conventional report cards generally use a single letter grade and are calculated from the percent correct of various student performance measures. A single letter grade for an entire content area (e.g., math) lacks the detail needed to more fully understand student achievement. Individual learning standards communicate more information about what a student knows or his/her academic skills than a single letter grade. Moreover, the qualitative distinctions among the four performance levels in the SBRC also can communicate a student’s depth of learning in ways that are simply not possible using a percent correct or single letter-grade approach.

Performance Levels Will Be Used to Evaluate Student Learning. You and your child will receive regular feedback on schoolwork/performance (e.g., tests, quizzes, projects, or other evidence of learning). Completed work is evaluated on specific learning standards and is reported based on the SBRC performance levels. When applicable, rubrics used to evaluate work, are shared with you and your child. Written feedback or teacher comments also may be provided to acknowledge achievement as well as to offer guidance on how to improve learning and student growth. Performance levels on the SBRC standards, whether on daily schoolwork or in the SBRC report card, will provide a more complete picture of student achievement.

Archdiocese of Chicago Grade 8 Academic Expectations (v 2.04)

Summative Evaluation: A process synthesizing student performance over multiple measures (i.e., summative assessments). The SBRC focuses on student performance with regard to end of school year expectations or outcomes.

Summative Assessment: A measure of student learning given at the end of a formal learning or instructional experience (e.g., end of unit, end of trimester, end of year) that informs a summative evaluation (e.g., report card).

Rubric: A tool used to evaluate student responses or performances into qualitatively different categories. Performance level criteria provide sufficient detail so that evaluations of independent judges are both accurate and reliable. Well-designed rubrics also provide students with meaningful guidance on what is needed to reach a different performance level.

6

Connecting Daily Schoolwork with the SBRC Report Card. Regular and clear feedback on schoolwork from your child’s teachers will help prevent any surprises on his/her report card. Feedback on student work will include a performance level (i.e., Advanced to Beginning) on each of the learning standards for that work assignment but also may include other feedback such as written comments. Reviewing feedback is a great opportunity for your child to become more self-reflective about his/her learning and to benefit from your guided support. Seeking clarification concerning any feedback on work assignments (e.g., quizzes, tests, homework, etc.) is also an opportunity for further student learning. Providing feedback in this manner will help you and your child connect the summative assessment feedback on daily schoolwork on the SBRC.

The SBRC provides a summative evaluation of a student’s performance on specific learning standards by the end of the school year. Keeping learning standards focused on what is expected of students at the end of the school year sets universal criteria to evaluate academic performance, resulting in greater consistency in grading among teachers.

Summarizing Student Performance on Learning Standards. Conventional letter-grade report cards typically determine a student’s grade by calculating the “mean average” of all student performance measures (e.g., tests, quizzes, projects, etc.). The simplest illustration of calculating a mean average is to add all measures and divide that sum by the number of measures. However, the mean average may not always be the best method to represent or summarize student achievement. Consider the student who is struggling on a learning standard (e.g., “Beginning” or “Progressing” level) for most of a trimester but is consistently performing much better (e.g., “Proficient” or “Advanced”) before the end of the trimester. Using the mean average would include both earlier (low performance) and later (high performance) and would certainly be less than what the student knows and is able to do at the end of the trimester.

Fortunately, there are several approaches to summarize student performance beyond a simple mean average. Consider the student just described above. Using the ten most recent measures to calculate his/her average is likely to be more educationally sound than a mean average of all measures during a trimester. However, applying this approach may not yield the most representative summary of other students. Consider a student who was consistently performing at the “Proficient” level but also periodically performed uncharacteristically at the “Beginning” level. The mode (i.e., most frequently occurring) may be a better choice to summarize this student’s achievement. A mean averaging of this student’s performance is likely to be an inaccurate summary of his/her achievement. Selecting among the different approaches to summarize student achievement should be based on the fidelity and availability of student data as well as sound professional judgment.

Successful Learner Traits (SLT) Scale

The Successful Learner Traits Scale shares the same performance levels used to evaluate student performance on learning standards (i.e., Beginning, Progressing, Proficient, Advanced). However, the sentence descriptions of the performance levels of the Successful Learner Traits (SLT) slightly differ due to their focus on student behavior. You and your child will receive periodic feedback on the SLT standards through teacher comments or student classroom performance (based on behavioral measures or observational records).

Letter Grade Scale (6th, 7th, and 8th grade levels only)

The sixth, seventh, and eighth grade SBRC report cards include conventional letter grades (i.e., A, B, C, D, F) on each content area to meet the admission requirements of some area high schools. Although letter grades on the SBRC provide some evaluative information, you and your child can benefit much more from reviewing and reflecting on his/her performance on the learning standards.


Catholic Faith

The entries below reflect the progression of how the student understands the Catholic Faith as developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten catechetical goals that create the framework for the curriculum. This report card distills the goals into five categories with basic descriptors for each category. The teacher assesses the progress the student makes based on assessments designed by the teacher and shared with students and parents.

The entries under each of the five categories assist you in understanding what the student is learning about the Catholic Faith and how that is applied in the setting of the Catholic school community. As you read the indicators and talk to your child about his/her faith development, you can actively support a growing understanding of his/her life in God. With the school and church communities, you help your child to grow in faith through your example, family conversations about God, family celebration and prayer, participation in the life of the Church and stewardship of creation.

Archdiocese of Chicago, Office of Catholic SchoolsCreed

Demonstrates understanding of God’s nature Identifying the mystery of the Holy Trinity as central to the mystery of the Christian life Describing characteristics of God as transcendent and holy Explaining the meaning of God first creating human persons in a state of original holiness and justice Describing how original sin is an explanation for the existence of evil Describing the Christian belief that Jesus’ death saves all people Knowing history and development of the Nicene Creed as the work of the Council of Nicaea

Relates creed as faith response to life in Christ Describing implications of Jesus’ life, death and resurrection is the fulfillment of revelation Stating how God gives us only one life, unique and unrepeatable and its implications for how we

look at our lives and make choices Applying to life’s circumstances how faith enables us to face suffering, disappointment and tragedy Giving examples of evil realities and how faith gives us confidence to face and overcome them Distinguishing tragedies resulting from evil intent and natural disasters Describing the Incarnation as giving us the possibility of sharing the divine life Describing how Mary collaborated with God’s plan of redemption Describing how we pray and work for the coming of the kingdom as disciples of Jesus

Demonstrates how faith and reason are compatible Relating the beauty of Creation to God as filled with beauty and grandeur Describing how the desire for God is written in the human heart Describing how assent to faith in God is essential to human fulfillment Describing how justification is a gift from God and not humanly merited


Sacred Scripture

Explains God’s how self-revelation unfolded in salvation history Describing how the Spirit guides those who wrote Sacred Scripture and those who read it Identifying the Spirit as the major figure in the Acts of the Apostles enlivening the establishment

and growth of the early church Relating the reading of the sacred text to encounter with the Spirit

Describes biblical text related to authorship, literary genre, historical, and social contexts Exhibiting how the reader must take into account the culture, history and literary forms of the

scriptural text in order to discover the author’s intention Giving examples of the literal and spiritual senses of Sacred Scripture Identifying Luke as the author of the Gospel of Luke and the Acts of the Apostles Stating the literary style of the Acts of the Apostles Describing the Prologue of Acts and its purpose Identifying the two sections in Acts relative to the establishment and growth of the early church Identifying the characters and narrative progression in the two sections of Acts Describing the role of Peter and the role of Paul in Acts Stating the role of the first deacons and the significance of the story of Stephen Stating the significance of the Council of Jerusalem in relationship to Gentiles being accepted into

the church Describing the missionary journeys of Paul and their purpose Stating the letters of Paul, Peter and John and their purpose in the NT Describing the Book of Revelations in the context of the Second Coming of Christ

Applies textual understanding to current situations Identifying how early Christian narratives influenced later Christian intolerance of Judaism Relating text to situations of conflict and suffering as a sign of hope

Prayer/Sacraments/Liturgy

Relates prayer to situations of life Showing understanding of the relationship between prayer and holiness of life Exhibiting understanding of prayerfulness as a way of life Exhibiting understanding that prayer leads to wisdom and acceptance Expressing ease in use of forms of prayer suitable for particular situations Identifying prayer forms used by Luke and their application to the Christian life Describing how prayer leads to peacefulness in the situations of life

Demonstrates understanding of the role of the sacraments in Christian life Describing personal and ecclesial benefits of the sacraments Stating conditions for being saved without Baptism Stating the essential elements and effects of the Sacrament of Confirmation Stating history and significance of the laying on of hands Stating requirements for valid reception of the Sacrament of Confirmation Describing the order of the Rite of Confirmation Identifying the bishop as the ordinary minister of Confirmation Completing immediate preparation for receiving the Sacrament of Confirmation (as appropriate) Defining transubstantiation and its significance to our understanding of the Eucharist Identifying the effects of the Sacrament of Marriage for the wedded couple and for the Church Stating meaning and significance of the permanence of sacramental marriage Identifying the minister of the Sacrament of Holy Orders Identifying the effects of the Sacrament of Holy Orders for the ordained and for the Church


Relates the liturgical year to life in Christ Relating textual understanding to the three cycles of the liturgical year Exhibiting understanding of the text in the Liturgy of the Word Describing how the liturgical year is an encounter with Christ Identifying the special signs of the bishop and their use in the liturgy Using aspects of the Liturgy of the Hours in group and personal prayer

Catholic Church/Parish Life

Demonstrates understanding of the Church’s history as a pilgrim people Identifying the Church as a living institution, both human and divine Describing charisms of the Church as gifts of the Holy Spirit to accomplish the mission of Christ Describing the origin of the Church at the time of Pentecost Giving examples of the Church’s gifts and growth through all the periods of its history Identifying the periods of the history of the Church and major events Stating the purpose of the ecumenical councils and their contributions to the growth of the Church Identifying the meaning of evangelization throughout the history of the Church Identifying the Eastern Rites of the Church and their relationship to the Pope Identifying the Great Schism of the Church and its influence on eastern and western Christians Identifying the causes of the Protestant Reformation and the need for reform in the Catholic Church Identifying the growth of religious orders and their purpose in the Church Describing the significance of the Vatican II Council and its importance for the Church’s presence

in the world Naming the major popes of the Church and their contributions to the life of the Church Naming popes who led poorly and contributed to the diminishment of the Church in her mission Stating how the images of the Church as the Body of Christ, Pilgrim Church, Church as

Sacrament have helped her members to move toward solidarity and transformation Identifying the Church’s commitment to the poor through the encyclicals and the Vatican II documents

Relates how the Church teaches, leads, and sanctifies the Christian community Identifying the purpose of ecumenical councils and synods in the life of the Church Identifying documents of the Church such as encyclicals, pastoral letters, canon law, catechism,

etc. Identifying saints throughout the history of the Church who called the Church to holiness and

reform

Relates parish life to participation in the life of the Church Stating how I will live the Christian life after the Sacrament of Confirmation Describing how I will be a steward of God’s creation Describing how my gifts will contribute to the growth of the Church and the common good of others

Christian Living/Mission/Dialogue

Identifies and applies components of moral decision-making Identifying the fruits and gifts of the Spirit in living the Christian life Defining natural law and giving examples Relating common good to social conditions respecting human rights Identifying the role of the Christian in the civil order distinguishing patriotism from the moral order

and giving examples Describing how human freedom is a force for growth and maturity Describing and applying how conscience is a judgment of reason Identifying acts that are inherently and seriously wrong having irreversible consequences Stating how and why Catholics confess their sins


Describes vocation in relationship to a call to mission and service Describing how Confirmation deepens our bond with the Church and her mission Showing understanding of vocations in the Church as a way of life Exhibiting how Catholics minister in the life of the Church Discerning possibility of a particular vocation in one’s own Christian life

Relates Church’s social teaching to dignity of life, social and environmental justice Stating meaning of social transformation and its relationship to the Church’s social teaching Identifying the Church’s position on legitimate defense in relationship to the common good Stating the Church’s teaching that human life begins with conception and ends with natural death Describing the role of the Church in peace making and giving examples Analyzing how the social sins of racism, sexism, and other institutional evils diminish the common

good of us all

Analyzes the Church's relationship with cultures and religions Identifying the role of the pope in a global Church and as a world leader Identifying situations in current events in which the pope has exercised leadership for world

peace and unity Stating the meaning of ecumenism and interreligious dialogue as essential components of the

Church’s mission Identifying the major Christian churches and communions that have evolved since the

Reformation Stating situations in current Church activities that indicate a move toward the unity of churches Stating the meaning of Orthodox Church and its relationship to the Roman Catholic Church today Identifying how the Church works against all forms of anti-Semitism Identifying the Pillars of Islam and how they call the Muslim to holiness Describing other world religions and their mission to the world

Language Arts

English language arts include reading, writing, speaking, listening and the study of literature. In addition, students must be able to study, retain and use information from many sources. Through the study of the English language arts, students should be able to read fluently, understanding a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. As students progress, a structured study of literature will allow them to recognize universal themes and to compare styles and ideas across authors and eras.

IL State Board of Education

Reading Literature and Informational Text

Vocabulary Acquisition and Use

Chooses and applies appropriate strategies to recognize, analyze, and determine the meaning of unfamiliar words

Applies grade level vocabulary list words correctly in original writing and oral expressionIdentifies root words, prefixes, suffixes and uses them to identify word meaningUses context clues to determine word meaning

Defines and uses new words from grade-level textIntegrates core content area vocabulary in written and oral expressionUses dictionary skills to determine pronunciation, usage and meaning of words


Reading Comprehension

Identifies and applies a variety of strategies to determine and organize important information in order to interpret, evaluate, and compare informational texts

Applies skills of making predictions, sequencing, identifying cause-effect, making comparisons and contrasts, summarizing, making inferences, determining importance of data/details, forming generalizations and judgments

Uses strategies to self monitor understanding of text

Uses a variety of strategies to comprehend, evaluate, compare, and infer meaning across literary genres

Supports reasonable inferences/conclusions/judgments using specific details from textMakes connections between story/selection and real lifeUnderstands grade level text and is able to attend to a reading task for at least 15 to 20 minutesChooses a variety of different types of reading (biography, short story, science fiction, etc.) when

selecting books for independent reading.

Demonstrates comprehension of text through oral responsesAnswers the core of the question asked, using appropriate details for support , but avoiding

superfluous details

Demonstrates comprehension of text through written responsesAnswers the core of the question asked, using appropriate details for support , but avoiding

superfluous details

Key Ideas and DetailsUsing quality textual evidence, identifies, plots, tracks, and compares major story elements and literary devices within and across texts

Identifies major story elements (setting, plot, character, story problem and solution) and can talk and write about their meaning in the story

Analyzes author's use of language, style, and perspective to infer meaning in a variety of textMakes personal connections in order to enhance comprehension, analysis, and appreciation of a

literary work

Listening and Speaking

Interprets and synthesizes the reasons and evidence a speaker provides to support key pointsIs able to identify major ideas and details when presented orallyFollows oral multiple step directions accurately

Expresses ideas clearly and effectively when speakingAsks and answers questions individually or in large or small group settingsDemonstrates ability to stand and speak to a group independently

Uses Standard English conventions when speakingUses language that is clear, audible and appropriate when speakingUses appropriate grammar, word choice and pacing when speaking

Follows rules for collegial discussionsListens attentively and responds appropriately in small group or large group settings Participates in class discussion activities willingly and appropriately

Composition Skills


Uses the writing process effectively (pre-writing, drafting, revising, editing, publishing)Uses a variety of writing formats – letters, diagrams, brochures, essay, poems, etc.

Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Sequences ideas and details in written work to improve clarity and cohesiveness of writingRevises writing to eliminate irrelevant details, sentence fragments, run-ons or to combine short,

choppy sentencesUses clear transitions to connect written ideasAdds details and vivid language to enhance basic writing

Synthesizes information from multiple sourcesCollects, synthesizes, and organizes information to write about a given topicCollects, synthesize, and organizes information to write proper notes from which to write a research

paperProperly cites resources

Conventions of Standard English

Applies Standard English conventions to writingCan identify basic parts of speech (nouns, pronouns, verbs, adjectives and adverbs) in written textUses correct “standard English” patterns (agreement of subject/verb, pronoun usage) Uses a variety of transition words, phrases, and clauses to convey sequence to signal shifts

from one time to another Uses precise words and phrases to convey experiences and events

Applies spelling, punctuation, and capitalization to all writingUses correct spelling in daily and written workUses capital letters and punctuation (including apostrophes and quotation marks) correctly in

written work

Transfers knowledge of editing to independently improve writingCan find and correct errors in student’s own writing


Math

Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges through investigating, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others. Students reaching these goals and standards will have an understanding of how numbers are used and represented. They will be able to use basic operations (addition, subtraction, multiplication, and division) to both solve everyday problems and confront more involved calculations in algebraic and statistical settings. They will be able to read, write, visualize and talk about ways in which mathematical problems can be solved in both theoretical and practical situations. They will be able to communicate relationships in geometric and statistical settings through drawings and graphs. These skills will provide students with a solid foundation for success in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situations arising throughout their lives.

IL State Board of EducationThe Number System

Recognizes, creates, and solves ratios and proportions Develop, use, analyze, and explain methods for solving number sentences or word problems

involving proportions with rational numbers. Solve problems involving scale drawings, models, maps or blueprints. Solve simple scale conversions, contractions, and dilations (e.g. maps and diagrams). Explain how ratios and proportions can be used to solve problems of percent, growth, and error

tolerance. Solve simple problems involving rates and other derived measurements such as velocity and

density.

Calculates factors, multiples, prime factorization and understands pattern and number theory. Represent repeated factors using exponents. Write prime factorization using exponents. Describe relationships between prime factorizations and properties of squares, primes, and

composites. Determine the least common multiple (LCM) and the greatest common factor (GCF) of a set of

numbers using prime factorization. Analyze algorithms (procedures) for computing with real numbers and develop fluency in their use. Describe and use the inverse relationships of squaring and finding square roots to simplify

computations and solve problems.

Demonstrates competency in all operations of rational numbers Place rational numbers on a number line. Represent, order, and compare rational numbers using a variety of methods and materials. Simplify arithmetic expressions containing integers using the operations (field properties) and the

order of operations. Judge the reasonableness of numerical computations and their results.

Identifies and approximates irrational numbers Identify numbers that are not rational as irrational Use rational approximations of irrational numbers to compare the size of irrational numbers,

approximate them on a number line or diagram, and estimate the value of expressions


Expressions and Equations

Applies symbolic expressions to represent unknowns Solve arithmetic and multi-step algebraic equations using properties of real numbers, equality and

inequality, and justify these procedures. Solve simple algebraic equations for a given variable using inverse operations.

Solves algebraic equations for a given variable Create linear equations in one variable with one solution, infinitely many solutions, or no solutions

Defines and utilizes terms related to linear equations (y=mx+b) Graph a set of points and describe the relationship as linear or nonlinear. Graph linear equations and inequalities on the Cartesian plane. Graph absolute values on a number line.—move these below to Cartesian plane Solve algebraic equations or word problems that involve linear equations or inequalities using

algebraic or graphical representations. Create word problems that meet given conditions and represent linear relationships. Graph two inequalities with a single variable, including the intersections or union of these

inequalities, on a number line.—move below Recognize and generate equivalent forms for linear equations, including transforming linear

equations into standard slope-intercept form.

Represents an equation, inequality, or a set of points on the Cartesian plane Graph a set of points and describe the relationship as linear or nonlinear. Graph linear equations and inequalities on the Cartesian plane. Graph absolute values on a number line. Graph two inequalities with a single variable, including the intersections or union of these

inequalities, on a number line.

Defines, evaluates, and compares functions Identify a function as a rule that assigns to each input exactly one output Compare properties of two functions represented differently: algebraically, graphically, numerically

in tables, or by verbal descriptions Interpret the equation y=mx+b as a linear function whose graph is a straight line

Geometry

Identifies, describes, and analyzes attributes of two- and three-dimensional shapes and defines properties

Solve problems using the properties of polygons and circles. Determine the relationship among the number of edges, faces, and vertices in a three dimensional

object. Determine the relationship between the number of vertices or sides in a polygon, the number of

diagonals, and the sum of its angles. Create and critique arguments concerning geometric ideas and relationships, such as the number

of diagonals in a polygon, or the formula for the sum of the interior angles of a polygon.

Explains and uses the Pythagorean relationship Make simple measurements to determine indirect measures (e.g. determining the height of a

flagpole using its shadow and similar right triangles). Analyze the relationship between the sides of right triangles using the Pythagorean theorem. Solve problems that involve the use of proportions and the Pythagorean theorem in similar right

triangles with whole side lengths.


Calculates perimeter, area, volumes, and surface area Examine and describe a geometric shape, such a regular polygon or a quadrilateral with pairs of

parallel or perpendicular sides, using coordinate geometry. Calculate perimeter, area, volume, and surface area using appropriate formulas and knowledge of

properties of shapes (This is repeated under Measurement)

Measurement

Calculates perimeter, circumference, area, volumes and surface area Determine the surface area of three-dimensional figures. Justify the area formulas for triangles, parallelograms, and trapezoids based on the formula for the

area of a rectangle.

Uses appropriate tools Measure any quantity to the greatest degree of accuracy determined by the tool. Solve problems involving time, temperature, mass, speed, distance, density and monetary values. Select, use, and justify appropriate operations, methods, and tools to compute or estimate with real

numbers. Apply measurement to real world situations.

Data Analysis/Probability/Statistics

Uses and calculates measures of center and spread: mean, median, mode & range Find, use and interpret measures of center and spread, including inter-quartile range.

Represent data using concrete objects, pictures and a variety of graphical representations. Construct, read, interpret, infer, predict, draw conclusions, and evaluate data from various displays

including box and whiskers plots.

Describes and predicts the likelihood of events. Compute probabilities for simple compound events using methods such as organized lists and tree

diagrams. Discuss odds versus probability.

Process Standards

Uses problem solving strategies Uses a variety of strategies to solve equations

Communicates clearly and makes connections Is able to communicate, make connections and use manipulatives/drawings to explain


Science

The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The learning standards for science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.

IL State Board of EducationScientific Practices

Applies scientific method to investigations Identifies questions that can be answered through scientific investigations Formulates a hypothesis that can be tested Designs an experiment that controls variables Collects data and analyzes results Interprets results with regard to hypothesis being tested Draws conclusions Communicates results

Analyzes and interprets charts and other graphic information Collects data and reports data accurately Constructs charts and graphs to communicate data Forms a conclusion based on interpretation of charts and graphs

Uses mathematical and computational thinking Applies formulas using correct numbers and units Draws conclusions based on results Translates word problems into mathematical equation to solve a problem

Follows basic safety procedures Demonstrates ways to perform scientific investigations safely Follows safety guidelines and laboratory procedures

Identifies and uses basic scientific equipment Chooses the appropriate tool for science activity Collects and records accurate measurements from scientific equipment

Uses scientific vocabulary appropriately Applies scientific vocabulary in appropriate contexts Uses scientific vocabulary accurately in oral and written communication

Plans and carries out investigations Identifies a question to investigate Design a valid experiment to answer the scientific question Analyzes and draws conclusions based on results


Understands the connections between science and technology Identifies technology that advances scientific inquiry Uses technology to collect, analyze, and interpret data

Life Science

Understands the composition of cells and their function

Describes human body systems and their interactions

Describes how organisms survive

Explains how natural selection relates to organism survival

Shows the relationship between organisms in populations and communities within ecosystems

Describes origin and effects of disease on organisms

Physical Science

Uses simple tools to describe, measure, record physical properties of substances

Explains that substances react chemically to produce new substances with different properties

Gives examples of how total mass is conserved in chemical reactions

Relates simple patterns of the periodic table to the physical property of matter

Explains the factors that affect the gravitational force on objects by conducting experiments

Earth and Space Science

Understands how weather impacts human beings

Describes the structure of the earth

Identifies key parts of the atmosphere and hydrosphere

Understands the causes of natural hazards

Describes processes that show the interaction of earth's cycles

Understands structures of objects in space

Explains the motion of objects in the solar system


Social Studies

The study of social science helps people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Students who achieve the standards for social science will have a broad understanding of political and economic systems. They will better understand events, trends, personalities and movements in local, state, national and world history. They will know local, state, national and world geography. They also will grasp how the concepts of social science can help interpret human actions and prepare them for careers and lifelong learning.

IL State Board of Education

History/Culture

Analyzes major concepts involving people, places, and events in the U.S. and the world and is able to make connections between the past and the present Analyses the philosophical basis of representative government as it was applied to the US Constitution Examines the similarities and differences among historic communities in the United States i.e. Native

American, Jamestown, San Francisco) Describes basic events in the founding of the United States Identifies major events in the history of Illinois

Analyzes the major chronological eras in U.S. and World History Understands the major chronological eras of United States history: (Colonial period, American

Revolution, Founding of the Nation, Rise of national and regional identities, Westward Expansion, Civil War, Transformation of Modern US after 1860, the World Wars, Depression and Recovery and Modern America after 1950

Identifies the major components that make communities effective Identifies primary and secondary sources and the purpose of each Describes the influence of immigrants on the culture of the United States

Describes the political, economic, and social causes and their effects on history Makes connections between events in the past and current daily life. Describes cultures from around the world, identifies features of those cultures (food, language, art, music,

beliefs) Identifies and describes the major groups of people or individuals who influenced United States history Makes connections between events in the past and current daily life.

Geography

Analyzes the five themes of geography Identifies cardinal and intermediate directions (NE,NW,SE,SW) on a map Identifies capitals of world nations and of the United States Locates and identifies states of the United States and their capitals

Analyzes how geography affects the political, economic and social development of a society Understands how the geography of the United States affected its development Identifies major types of landforms found in the United States and locates specific examples on a map Knows the major geographic features and natural resources of Canada, Mexico, Central and South America Describes the human and physical characteristics of a region


Uses tools of geography to interpret and analyze information/data Show competence in reading and analyzing data from a variety of maps and graphic organizers Makes inferences about historical events using historical maps and primary sources Uses map scale to estimate distances Reads latitude and longitude and uses it to locate places on the globe Uses a variety of special purpose maps (population, resource) to gather information and form conclusions Uses visual materials (graphs, charts, pictures) to obtain and interpret data

Analyzes the historical geographical context of a society and is able to make connections to the world today

Civics/EconomicsAnalyzes development, structure and function of national and state government

Understands the basic principles that helped frame the US Constitution and the components of the finished document

Understands the basic structure of each branch of the federal and state government Identifies the rights protected under the Bill of Rights and the process of amending the

Constitution

Analyzes the role of citizens in a democratic society (rights and duties) Understands/identifies the basic rights and responsibilities of citizens Identifies major events in the history of the state of Illinois

Understands basic economic concepts and their effects Understands the basic economic forces that shaped events in the history of the United States Understands the relationship between work and wage Understands the types of resources in an economic system (human, natural, capital) Examines various types of production in the world economy (agriculture, mining, manufacturing)

Understands the political, economic and social class stratification of society

Social Studies Skills

Reads informational text accurately

Composes written responses effectively

Constructs arguments and engages in debate thoughtfully and respectfully

Delivers a speech or oral presentation effectively

Uses a variety of inquiry/research strategies, including the use of primary and secondary sources Synthesizes information from several sources to produce a coherent response


Music

Identifies differences in elements and expressive qualities (e.g., fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat) Identifies and analyzes the form of known songs and aural examples. Identifies and demonstrates beat, rhythm and various meters (simple/compound) in musical compositions. Describes and identifies the texture of an aural example. Describes and performs tempo, articulation and dynamics using appropriate terminology. Identifies major/minor tonalities in an aural example Identifies, describes and performs rhythmic and melodic patterns from a score or an aural example

Sings or plays with expression and accuracy a variety of music representing diverse cultures and styles Sings and plays developmentally appropriate songs/pieces of music using standard notation or aural means. Matches pitches while singing with appropriate timbre, breath support, posture, and expression. Plays instruments with correct technique (mallets, keyboards, percussion, technology). Composes, improvises and performs melodic/rhythmic accompaniments, ostinatos or pieces of music under

certain guidelines. Improvises/Performs simple harmonies to sung or played songs or pieces of music (includes rounds/canons). Describes and demonstrates effective rehearsal techniques.

Identifies how music contributes to communication, celebrations, occupations, and recreation Compares and contrasts the function of music in various types of ceremonies. Compares and contrasts various performances of the same work. Explains how technology is used in the creation, dissemination and consuming of music Describes how music shapes the identity of the students Connects artists or works to the trends they created. Describes how music reflects a certain time, place or culture Identify roles and successful traits of different kinds of musicians (composers, conductors, singers,

instrumentalists, etc.)

Visual Art

Identifies and describes the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story

Analyzes how the elements and principles can be organized to convey meaning through a variety of media and technology

Demonstrates knowledge and skills to create 2- and 3- dimensional works and time arts (film, animation, video) that are realistic, abstract, functional, and decorative

Health

Understands health and prevention principles and treatment

Understands human systems and influences on growth and development

Promotes health through communication and decision-making skills


Physical Education

Acquires movement skills and understands concepts needed for fitness

Achieves and maintains a health-enhancing level of physical fitness

Develops team-building skills by working with others through physical activity

Computer/Technology

Uses appropriate technology to solve problems

Extends prior knowledge to compete new tasks

Applies technology to produce quality work

Works collaboratively and communicates effectively with others

Uses Internet effectively for research

World Languages

Engages in conversations, provides and obtains information, expresses feelings and emotions, and exchanges opinions

Demonstrates an understanding of the relationship between the practices, products, and perspectives of the culture studied

Understands and interprets written and spoken language

Presents information, concepts, and ideas to an audience



Develops self-awareness and self-management skills to achieve school and life success

Manages emotions and behavioro Keeps hands, feet and all other objects to selfo Maintains appropriate interactions with teacher and peers

Recognizes personal strengths

Seeks assistance when neededo Asks for clarification

Strives for personal best

Produces legible worko Written work is clear, neat/readable, and complete

Demonstrates organizational skillso Materials are completeo Consistent with expectations and class rules

Uses social awareness and interpersonal skills to establish and maintain positive relationships Respects the feelings and perspectives of others based on Gospel values

Uses communication and social skills to interact effectively with others

Demonstrates an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

Makes relevant contributions to class discussion

Demonstrates decision-making skills and responsible behaviors Accepts directions and follows rules

Applies decision-making skills responsibly with daily academic and social situationso Completes homework and assignments

Contributes to the well-being of one’s school and community


successful learner traits - archchicago.orgocs.archchicago.org/portals/23/report card pilot/grade...

Documents