Content Standards | Performance Indicators | Performance Indicators | Assessment Tools | Reporting Tools |
A. Learning About Self-Knowledge And Interpersonal Relationships: Students identify, demonstrate, analyze, and evaluate:self-knowledge related to interests, skills, work and school;positive personal traits, attitudes, beliefs, behaviors, habits of mind, and experiences that lead to success in school, work, and community;their ability to build and maintain a positive self-concept; andtheir ability to develop and recognize the positive interpersonal skills that effectively nfluence work and relationships with others.. |
A.1. SELF-KNOWLEDGE AND SELF-CONCEPT Students explain how interests, skills, habits of mind, and experiences support and maintain a positive self-concept. | | Refer to Grade 6 Health Curriculm
Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Maintain personal belongings in an organized manner.
Follow schedule appropriately.
Attend school on a regular basis.
Participate in class/school-based activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
A.2. BELIEFS AND BEHAVIORS THAT LEAD TO SUCCESS Students analyze how positive and negative personal traits, choices about behaviors, and the belief that one can successfully complete tasks/goals affect success in school. | | Refer to Grade 6 Health Curriculum
Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, student council).
Maintain personal belongings in an organized manner
Follow schedule appropriately
Attend school on a regular basis
Participate in class/school-based activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
A.3. INTERPERSONAL SKILLS Students demonstrate behaviors that reflect positiveinterpersonal skills and analyze how positive interpersonal skills lead to success in a variety of school, work, and community settings. | a. Getting along with others | Participate in and demonstrate effective behaviors and strategies as taught by the Center for Prevention and Hate Violence.
Participate in co-curricular Civil Rights Team as optional activity.
Refer to Grade 6 Health Curriculum.
Practice self-advocacy with Guidance and Teachers support.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, student council).
Complete assignments in a timely manner.
Maintain personal belongings in an organized manner
Follow schedule appropriately
Attend school on a regular basis
Participate in class/school-based activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| b. Respecting diversity | Participate in and demonstrate effective behaviors and strategies as taught by the Center for Prevention and Hate Violence.
Participate in co-curricular Civil Rights Team as optional activity.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| c. Working as a member of a team | Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Participate in co-curricular such as Civil Rights Team, School Newspaper, Yearbook, Green Team as optional activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| d. Managing conflict | Refer to Grade 6 Health Curriculum.
Participate in and demonstrate effective behaviors and strategies as taught by the Center for Prevention and Hate Violence.
Participate in co-curricular Civil Rights Team as optional activity.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| e. Accepting/Giving/Using Constructive Feedback | Refer to Grade 6 ELA curriculum.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| f. Accepting Responsibility for personal behavior | Refer to Grade 6 Health Curriculum
Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, student council).
Maintain personal belongings in an organized manner
Attend school on a regular basis
Participate in class/school-based activities.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| g. Demonstrating ethical behavior | Demonstrate understanding of appropriate use by complying with copyright laws and safety.
Refer to Grade 6 Health Curriculum.
Participate in and demonstrate effective behaviors and strategies as taught by the Center for Prevention and Hate Violence.
Participate in co-curricular Civil Rights Team as optional activity.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| h. Following established rules/etiquette for observing/listening | Refer to Grade 6 Health Curriculum
Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| i. Demonstrating safe behavior | Refer to Grade 6 Health Curriculum.
Participate in classes on Internet Safety.
Adhere to dress code.
Follow directions.
Respect authority. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| j. Dealing with peer pressure | Refer to Grade 6 Health Curriculum.
Participate in classes on Internet Safety.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
A.4. CAREER AND LIFE ROLES Students develop and demonstrate positive strategies that aid in accomplishing tasks, creating balance among their career and life roles, and reducing stress. | a. Time management | Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Negotiate peer relationships/social interactions.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, chorus, horizons).
Maintain personal belongings in an organized manner.
Attend school on a regular basis
Participate in class/school-based activities. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| b. Goal setting | Refer to Grade 6 ELA Curriculum (The Quest Book).
Refer to Grade 6 Health Curriculum.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| c. Resource management | Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Negotiate peer relationships/social interactions.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, chorus, horizons).
Maintain personal belongings in an organized manner.
Attend school on a regular basis
Participate in class/school-based activities.
Use computer for research and site sources.
Demonstrate understanding of appropriate use by complying with copyright laws and safety. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
B. Learning About And Exploring Education, Career And Life Roles: Students identify, demonstrate, analyze, and evaluate:an understanding of the relationship between education and work, especially how learning new skills and educational achievement lead to increased work options and success with personal career and life goals; andthe ability to identify and use education and career information for life-long learning to achieve success. |
B.1. RELATIONSHIPS AMONG LEARNING, WORK, THE COMMUNITY, AND GLOBAL ECONOMY Students explain how educational achievement and lifelong learning lead to increased participation in school, work, community, and the world. | | Compare and contrast similarities and differences between school and work.
| - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
B.2. SKILLS FOR INDIVIDUAL/PERSONAL SUCCESS FOR THE 21ST CENTURY Students analyze their skills in relation to those that lead to learning and success in the classroom, and the achievement of school, work, career, and personal life goals. | a. Literacy skills | Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code.
Follow directions.
Respect authority.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Refer to Grade 6 ELA Curriculum (The Quest Book).
Practice delivery of Oral Presentations.
Use computer for research and site sources.
Demonstrate understanding of appropriate use by complying with copyright laws and safety. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| b. Numeracy | Participate in CMP problem-solving lessons based on real world situations.
Demonstrate and recognize need for competency in fact mastery.
Use calculators competently for assigned tasks. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| c. Critical thinking skills | Refer to Grade 6 Math Curriculum.
Refer to Grade 6 ELA Curriculum (The Quest Book). | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| d. Infomation and communication technology (ICT) literacy. | Use computer for research and site sources.
Demonstrate understanding of appropriate use by complying with copyright laws and safety.
Participate in classes on Internet Safety. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| e. Interpersonal skills | Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Adhere to dress code.
Follow directions.
Respect authority.
Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Practice self-advocacy with Guidance and Teachers support. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
B.3. EDUCATION AND CAREER INFORMATION Students locate and analyze the use of different types of resources, including occupational information and labor market information, to explore post-secondary education, training, and career choices. | | | | |
C. Learning To Make Decisions, Plan and Create Opportunities, And Make Meaningful Contributions: Students identify, demonstrate, analyze, and evaluate:the main components of the planning process;their ability to balance career college and citizenship roles;their ability to apply successful strategies for effective decision making;their ability to analyze the influence of diverse and changing societal and global economic needs on personal decision making, career and education planning/success. |
C.1. THE PLANNING PROCESS Students explain how the parts of theplanning process assist in the exploration of education and work opportunities, and serve as tools for setting short-term and long-term goals. | a. self-knowledge | Participate in cooperative learning groups.
Experiment in team building exercises.
Contribute in any group activities.
Navigate social interactions effectively.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, student council). | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| b. looking for and creating personal career options | | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
| c. decision making skills | Refer to Grade 6 Health Curriculum.
Use planner to manage scheduled assignments, long-term assignments, special activities (band, chorus, Horizons). | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
C.2. DECISION-MAKING Students compare and apply different models for decision making including the rational, intuitive, and consultative models for setting short-term and long-term goals in career and education. | | Use planner to manage scheduled assignments, long-term assignments, special activities (band, chorus, horizons).
Refer to Grade 6 Health Curriculum. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
C.3. INFLUENCES ON DECISION MAKING Students identify behaviors that influence career and education decision making. | | Arrive at school/class punctually and prepared.
Participate in discussion by asking questions and listening.
Use plan book and binders to get organized.
Manage schedule and assignments.
Practice efficient time management; i.e., assignments completed on time.
Complete self-evaluations of tasks; i.e., rubrics.
Adhere to dress code. Follow directions.
Respect authority. | - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|
C.4. SOCIETAL NEEDS AND CHANGES THAT INFLUENCE WORKPLACE SUCCESS Students identify and explain how diverse and changing societal and global needs, including economic needs, influence personal decision making. | | Refer to Grade 6 Social Studies Curriculum
Explore various cultures and lifestyles of the present.
Participate in Latin American Festival.
| - rubrics
- tests
- quizzes
- projects
- group work
- work samples
- portfolios
- teacher feedback
| - report cards
- progress reports
- teacher web pages
- emails
- Power School
- parent-teacher conferences
- newsletters
- informational meetings
|