Proficiency Based Graduation Requirements

PBGRs Related to ELOs

Transferable Skills

  1. Communication – Use written and oral communication effectively for a variety of audiences and purposes.

    1. Demonstrate organized and purposeful communication.
    2. Task
    3. Fields/Occupations
    4. Use evidence and logic appropriately in communication.
    5. Integrate information gathered from active speaking and listening.
    6. Adjust communication based on the audience, context, and purpose.
    7. Use technology to further enhance and disseminate communication.
  2. Self-Direction – Manage my academic and personal responsibilities.

    1. Identify, manage, and assess new opportunities related to personal and/or course learning goals.
    2. Integrate knowledge from a variety of sources to set goals and make informed decisions.
    3. Apply knowledge in familiar and new contexts.
    4. Demonstrate initiative and responsibility for learning.
    5. Analyze the accuracy, bias, and usefulness of information.
    6. Use technology and digital media strategically and capably.
  3. Problem Solving – Apply a variety of strategies to solve problems.

    1. Observe and evaluate situations in order to define problems.
    2. Frame questions, make predictions, and design data collection and analysis strategies.
    3. Identify patterns, trends, and relationships that apply to solutions.
    4. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
    5. Generate a variety of solutions, use evidence to build a case for best responses, critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions.
    6. Use a range of tools, including technology, to solve problems.
    7. Persevere in solving challenging problems and learn from failure.
  4. Citizenship – Contribute to my communities, working to develop a multi-faceted understanding of myself and of others.

    1. Participate in and contribute to the school and local community.
    2. Take responsibility for personal decisions and actions.
    3. Respect diversity and differing points of view.
    4. Practice responsible digital citizenship.
  5. Thinking – Consider information carefully and use reason to make decisions and apply knowledge.

    1. Apply knowledge from various disciplines and contexts to real life situations.
    2. Analyze, evaluate, and synthesize information from multiple sources to build on knowledge.
    3. Apply systems thinking to explain the interaction and influence of related parts on each other, and on outcomes.
    4. Use technology to support and enhance the critical thinking process.
  6. Collaboration – Work effectively in diverse groups.

    1. Collaborate as needed to advance learning.
    2. Collaborate effectively and respectfully.

Artistic Expression

  1. Creating – Conceive and develop new artistic ideas and work.

    1. Generate and conceptualize ideas with organization to develop, refine, and complete artistic work
      1. Task
      2. Fields/Occupations
  2. Performing/Presenting/Producing – Realize artistic ideas and work through interpretation and presentation.

    1. Analyze and interpret artistic work for presentation
      1. Task
      2. Fields/Occupations
    2. Develop and refine artistic techniques and work for presentation
      1. Task
      2. Fields/Occupations
  1. Responding – Understand and evaluate how the arts convey meaning

    1. Analyze and evaluate artistic work through varied or specific guidelines
      1. Task
      2. Fields/Occupations
    2. Interpret intent or meaning of artistic work
      1. Task
      2. Fields/Occupations
  2. Connecting – Relate artistic ideas and work with personal meaning and external context.
    1. Relate knowledge or personal experience to determine the context of a piece of art
      1. Task
      2. Fields/Occupations

Earth, Life, and Physical Science

  1. Scientific Experimental Design – Plan & carry out investigations that provide evidence in support of explanations.

    1. Formulate and evaluate relevant, testable questions that arise from observation of phenomena, results of investigation, or examination of models/theories.
      1. Task
      2. Fields/Occupations
    2. Develop hypotheses about the relationship between a dependent variable and an independent variable.
      1. Task
      2. Fields/Occupations
    3. Plan and conduct investigations to produce data to serve as the basis for evidence
      1. Task
      2. Fields/Occupations
    4. Select and use appropriate tools & techniques to collect, record, and evaluate data.
      1. Task
      2. Fields/Occupations
  2. Scientific Analysis & Interpretation – Apply mathematical techniques to data in order to search for patterns and relationships (or their absence) that serve as evidence to support/refute explanations.

    1. Analyze data using tools, technologies, and/or models to make valid and reliable scientific claims.
      1. Task
      2. Fields/Occupations
    2. Apply mathematical techniques & concepts to represent and solve scientific problems. (Ex: ratios, rates, percentages, unit conversions, algebraic functions, statistics.)
      1. Task
      2. Fields/Occupations
    3. Assess limitations of data analysis and interpretation. (Ex: control variables, sources of error, bias, sample selection, consistency, reproducibility.)
      1. Task
      2. Fields/Occupations
    4. Analyze data and/or models and compare findings to known concepts, information, and principles to determine if the data or model makes sense.
      1. Task
      2. Fields/Occupations
  3. Scientific Modeling – Develop, revise, evaluate, select, and use models to represent and explain data, phenomena, relationships.

    1. Develop, revise, and/or use an evidence-based model to illustrate and/or predict the relationships between systems or parts of a system.
      1. Task
      2. Fields/Occupations
    2. Evaluate strengths and limitations of different models in order to select or revise a model that best fits the evidence.
      1. Task
      2. Fields/Occupations
    3. Develop and/or use a model (including mathematical & computational) to generate data to support explanations and/or predict phenomena.
      1. Task
      2. Fields/Occupations
  4. Scientific Explanation & Argument – Construct, evaluate, and defend explanations/arguments using appropriate and sufficient evidence & scientific reasoning, supported by multiple sources of evidence, including student-generated sources.
    1. Construct, revise, and defend a claim/explanation supported by evidence and scientific principles.
      1. Task
      2. Fields/Occupations
    2. Compare and evaluate claims, evidence, and reasoning behind competing arguments or design solutions.
      1. Task
      2. Fields/Occupations

 

  1. Communication in Science – Obtain, evaluate, and communicate information
    1. Critically read and interpret scientific texts and features (graphs, diagrams, tables, equations, etc).
      1. Task
      2. Fields/Occupations
    2. Communicate scientific and/or technical information or ideas in multiple formats (i.e., orally, graphically, textually, mathematically).
      1. Task
      2. Fields/Occupations

Global Citizenship

  1. Inquiry – Make sense of the world through questioning, analyze information to develop reasonable explanations that support inquiry, and communicate in ways that foster the exchange of ideas in a democratic society.

    1. Ask compelling and supporting questions around issues of personal, community or global relevance.
      1. Task
      2. Fields/Occupations
    2. Gather relevant information from multiple sources representing a wide range of views by sourcing, contextualizing, and corroborating to guide the selection.
      1. Task
      2. Fields/Occupations
    3. Use research about a problem to propose a solution that reaches a range of audiences.
      1. Task
      2. Fields/Occupations
    4. After examining issues from more than one perspective, define and defend the rights and needs of others in the community, nation, and world.
      1. Task
      2. Fields/Occupations
  2. History – Use information about the past to help make sense of the present and make decisions about the future.

    1. Analyze how historical contexts shaped and continue to shape people’s perspectives.
      1. Task
      2. Fields/Occupations
  3. Geography – Use geographic representations, tools, data or resources to be able to analyze and address world issues, global interconnectedness and the human-environment interaction.

    1. Analyze the human contributions of diverse cultural groups in the world.
      1. Task
      2. Fields/Occupations
    2. Use maps, satellite images, photographs, or other representations to explain relationships between the locations of places and regions and their political, cultural, environmental, or economic dynamics.
      1. Task
      2. Fields/Occupations
  4. Civics – Act as citizens by understanding how governments function and by exercising rights and responsibilities within the current societal structure(s).
    1. Identify and debate issues surrounding the basic principles of democracy.
      1. Task
      2. Fields/Occupations
    2. Analyze the principles in key U.S. and international documents and explain the application to individual’s lives.
      1. Task
      2. Fields/Occupations
    3. Describe how government decisions directly impact citizens locally, nationally, or internationally.
      1. Task
      2. Fields/Occupations
    4. Explain factors that contribute to conflict within and among individuals communities, and nations; propose and defend ways to ease tensions and/or resolve conflicts.
      1. Task
      2. Fields/Occupations
    5. Analyze the impact of a current or historic issue related to human rights, and explain how the values of the time or place influenced the issue.
      1. Task
      2. Fields/Occupations
  5. Economics – Use economic concepts to explain the interaction between humans, the environment, government and the economy and apply these concepts to economic decision-making.

    1. Examine the causes and long-term effects of people’s needs and/or wants exceeding their available resources, and propose possible solutions.
      1. Task
      2. Fields/Occupations
    2. Explain how globalization affects economic growth, labor markets, rights of citizens, the environment, and resource and income distribution.
      1. Task
      2. Fields/Occupations

Health

  1. Core Concepts – Comprehend concepts related to health promotion and disease prevention to enhance health

    1. Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.
      1. Task
      2. Fields/Occupations
  2. Access Information – Access valid information, products, and services to enhance health

    1. Evaluate the validity of health information, products, and services.
      1. Task
      2. Fields/Occupations
  3. Interpersonal Communication and Advocacy – Apply interpersonal communications skills and advocate for personal, family, and community health in order to enhance health and avoid or reduce health risks.

    1. Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
      1. Task
      2. Fields/Occupations
  4. Decision Making and Goal Setting – Apply decision-making skills and goal setting to improve health.

    1. Evaluate the effectiveness of health-related decisions.
      1. Task
      2. Fields/Occupations

Literacy

  1. Reading – Comprehend, interpret, analyze, and evaluate a wide range and level of complex literary and informational texts.
    1. Provide specific textual evidence to support conclusions drawn from the text.
      1. Task
      2. Fields/Occupations
    2. Determine what the text says explicitly and make logical inferences from the text.
      1. Task
      2. Fields/Occupations
    3. Determine the theme or central ideas of the text and summarize the details that support them.
      1. Task
      2. Fields/Occupations
    4. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
      1. Task
      2. Fields/Occupations
    5. Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone.
      1. Task
      2. Fields/Occupations
    6. Determine an author’s point of view, purpose, or rhetorical strategies in a text, analyzing how style, structure, and content contribute to the power, persuasiveness, or aesthetic impact of the text.
      1. Task
      2. Fields/Occupations
    7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
      1. Task
      2. Fields/Occupations
    8. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
      1. Task
      2. Fields/Occupations
  1. Writing – Produce clear and coherent writing for a range of tasks, purposes, and audiences.

    1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      1. Task
      2. Fields/Occupations
    2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      1. Task
      2. Fields/Occupations
    3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      1. Task
      2. Fields/Occupations
  2. Research – Conduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

    1. Integrate information into the text selectively and purposefully, while following a standard citation format and avoiding plagiarism and overreliance on any one source.
      1. Tasks
      2. Field/Occupation
  3. Speaking and Listening – Participate effectively in a range of discussions, responding thoughtfully to diverse perspectives and expressing ideas clearly and persuasively.

  1. Refer to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
    1. Task
    2. Fields/Occupations
  2. Operate effectively in a group to promote a civil exchange of ideas. Set clear goals and deadlines and establish individual roles as needed.
    1. Task
    2. Fields/Occupations
  3. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on multiple sides of an issue.
    1. Task
    2. Fields/Occupations
  4. Analyze a speaker’s point of view, reasoning, and use of evidence and rhetoric.
    1. Task
    2. Fields/Occupations
  5. Presentation – Present information, findings and supporting evidence conveying a clear and distinct perspective.

  1. Use organization, development, style, substance, and speech appropriate to a range of purposes and audiences, demonstrating a command of formal English when necessary.
    1. Task
    2. Fields/Occupations
  2. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
    1. Task
    2. Fields/Occupations
  1. Language – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

  1. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
    1. Task
    2. Fields/Occupations
  2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    1. Task
    2. Fields/Occupations
  3. Employ a range of strategies to acquire and accurately use general academic and domain-specific words and phrases.
    1. Task
    2. Fields/Occupations

Mathematics

  1. Perseverance & Sense-Making – Look for the meaning of problems, plan pathways to a solution with consideration of available tools, and communicate with precision.

  1. Determine the meaning of the problem & plan the pathway towards a solution.
    1. Task-
    2. Fields/Occupations
  2. Monitor and evaluate progress, changing course as necessary, to ensure that a solution is reasonable.
    1. Task
    2. Fields/Occupations
  3. Specify units of measure, use correct labeling and use the degree of precision appropriate for the problem.
    1. Task
    2. Fields/Occupations
  4. Explain correspondences between different representations of a problem.
    1. Task
    2. Fields/Occupations
  1. Reason Abstractly & Quantitatively – Seek to make sense of quantities and their relationships in problem situations.

  1. Create coherent representations of the problem at hand.
    1. Task
    2. Fields/Occupations
  2. Manipulate the symbols or figures without regard to the context.
    1. Task
    2. Fields/Occupations
  3. Re-contextualize symbols back to the quantities they describe to make sense of the problem situation.
    1. Task
    2. Fields/Occupations
  4. Use units to reason and solve problems.
    1. Task
    2. Fields/Occupations
  1. Construct Viable Arguments & Critique the Reasoning of Others – Understand and use stated assumptions, definitions, and previously established results to construct arguments, critique others’ arguments, and respond to the critiques of others.

  1. Make conjectures and construct arguments by building a logical progression of statements.
    1. Task
    2. Fields/Occupations
  2. Evaluate reasoning behind an argument or claim to identify the strengths and limitations.
    1. Task
    2. Fields/Occupations
  3. Clearly communicate (verbally and in writing) the reasoning used to justify conclusions or claims.
    1. Task
    2. Fields/Occupations
  1. Mathematical Modeling – Use various mathematical structures such as graphs, equations, diagrams, scatterplots, etc. to represent real-world situations.

  1. Use geometric shapes and their properties to model physical objects.
    1. Task
    2. Fields/Occupations
  2. Use equations, inequalities and/or functions to model and interpret situations.
    1. Task
    2. Fields/Occupations
  3. Use statistics to model situations involving data.
    1. Task
    2. Fields/Occupations
  4. Compare mathematical models for a situation (between representations or between two models that were generated using different assumptions).
    1. Task
    2. Fields/Occupations
  5. Interpret the results of applying the model in the context of the situation.
    1. Task
    2. Fields/Occupations

Physical Education

  1. Motor Skills – Demonstrate proficiency in a variety of motor skills and movement patterns.

  1. Refine activity-specific movement skills in one or more lifetime physical activities.
    1. Task
    2. Fields/Occupations
  2. Demonstrate competency in two or more specialized skills in health-related fitness activities.
    1. Task
    2. Fields/Occupations
  1. Physical Fitness – Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

  1. Apply stress-management strategies to reduce stress.
    1. Task
    2. Fields/Occupations
  1. Sportsmanship – Exhibit responsible personal and social behavior that respects and promotes success of self and others.

  1. Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity.
    1. Task
    2. Fields/Occupations

 

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