Academic Expectation #1

Read and Infer Meaning from Challenging Texts.

Inferential Reading
Score	Criteria
4	Students demonstrate mastery in inferring meaning from challenging texts utilizing a variety of strategies including evaluating, connecting, questioning, clarifying, visualizing, predicting, synthesizing, and annotating to draw comprehensive interpretations from texts. Students effectively use context clues and word structure to understand unknown words, draw insightful conclusions from the knowledge of the relationship between explicitly and implicitly stated ideas and create strong interpretations to enrich and deepen their experience in a text.
3	Students demonstrate proficiency in inferring meaning from challenging texts utilizing a variety of strategies including evaluating, connecting, questioning, clarifying, visualizing, predicting, synthesizing, and annotating to draw logical interpretations from texts. Students use appropriate context clues and word structure to understand unknown words, draw adequate conclusions from the knowledge of the relationship between explicitly and implicitly stated ideas, and create relevant interpretations to deepen their experience in a text.
2	Students demonstrate limited proficiency in inferring meaning from challenging texts utilizing a variety of strategies including evaluating, connecting, questioning, clarifying, visualizing, predicting, synthesizing, and annotating to draw inconsistent interpretations from texts. Students use few context clues and word structure to understand unknown words, draw some conclusions from the knowledge of the relationship between explicitly and implicitly stated ideas, and create weak interpretations to try to deepen their experience in a text.
1	Students demonstrate minimal proficiency in inferring meaning from challenging texts utilizing a variety of strategies including evaluating, connecting, questioning, clarifying, visualizing, predicting, synthesizing, and annotating to draw weak interpretations from texts. Students use few, if any context clues and word structure to understand unknown words, draw insufficient conclusions from the knowledge of the relationship between explicitly and implicitly stated ideas, and create irrelevant interpretations to enhance their experience in a text.

Academic Expectation #2

Write for a Variety of Purposes and Audiences with Proficiency.

Composition Rubric
Score	Criteria
4	Students demonstrate mastery in composition of written responses, including comparative, expository, narrative, and persuasive essays, as well as grade level writing prompts, memoirs, and literary analyses, utilizing logical organizational structure and including a comprehensive introduction, specific thesis, clearly stated reasoning, complex sentences with effective use of Standard English and transitional phrases, prolific supporting detail and strong conclusion.
3	Students demonstrate proficiency in composition of written responses, including comparative, expository, narrative, and persuasive essays, as well as grade level writing prompts, memoirs, and literary analyses, utilizing logical organizational structure and including a clear introduction and thesis, well stated reasoning, complex sentences with appropriate use of Standard English and transitional phrases, adequate supporting detail and relevant conclusion.
2	Students demonstrate limited proficiency in composition of written responses, including comparative, expository, narrative, and persuasive essays, as well as grade level writing prompts, memoirs, and literary analyses, utilizing inconsistent organizational structure and including a basic introduction, broadly stated thesis, vague reasoning, simple sentences with use of Standard English and few transitional phrases, some supporting detail and weak conclusion.
1	Students demonstrate minimal proficiency in composition of written responses, including comparative, expository, narrative, and persuasive essays, as well as grade level writing prompts, memoirs, and literary analyses, utilizing weak organizational structure and inadequate introduction, ineffective thesis, illogical reasoning, incomplete sentences with limited use of Standard English and few, if any, transitional phrases, insufficient supporting detail and irrelevant conclusion.

Academic Expectation #3

Speak Proficiently in a Variety of Contexts.

Oral Presentation Rubric
Score	Criteria
4	Students demonstrate mastery in oral presentations, utilizing thorough preparation, comprehensive knowledge of topic, effectively synthesizes material, with detailed personal connections and explanations using his/her own words, responding to all follow-up questions, maintaining appropriate volume and language, employing clear articulation, with proper posture and sustained eye contact and without use of notes or other reference materials.
3	Students demonstrate proficiency in oral presentations, utilizing sufficient preparation, adequate knowledge of topic, logically synthesizes material, with clear personal connections and explanations mostly in his/her own words, responding to most follow-up questions, maintaining reasonable volume and language, employs clear articulation, displays acceptable posture and satisfactory eye contact and relies minimally on notes or other reference materials.
2	Students demonstrate limited proficiency in oral presentations, utilizing adequate preparation, demonstrates limited knowledge of topic, broadly synthesizes material, makes simple personal connections and some explanations in own words, responds to few follow-up questions, with inconsistent volume and language, employs clear articulation, displays weak posture and inconsistent eye contact and occasionally relies on notes or other reference materials.
1	Students demonstrate minimal proficiency in oral presentation, utilizing insufficient preparation, inadequate knowledge of topic, ineffectively synthesizes material, makes irrelevant or no personal connections and few explanations in own words, does not respond to follow-up questions, failing to maintain appropriate volume, language, or clear articulation, displays poor posture and eye contact and relies on notes or other reference materials.

Academic Expectation #4

Utilize Logical Reasoning Skills to Solve Problems.

Logical Reasoning Rubric
Score	Criteria
4	Students demonstrate mastery in logical reasoning: consistently displays ability to apply appropriate skills to solve complex problems requiring a variety of strategies, constantly uses problem solving approaches to examine and understand material covered in a diversity of subjects.
3	Students demonstrate proficiency in logical reasoning: frequently displays ability to apply appropriate skills to solve complex problems requiring a variety of strategies, often uses problem solving approaches to examine and understand material covered in a diversity of subjects
2	Students demonstrate limited proficiency in logical reasoning: occasionally, with support as needed, displays ability to apply appropriate skills to solve complex problems requiring a variety of strategies, irregularly uses problem solving approaches to examine and understand material covered in a diversity of subjects
1	Students demonstrate minimal proficiency in logical reasoning: infrequently, and with support, displays ability to apply appropriate skills to solve complex problems requiring a variety of strategies, rarely uses problem solving approaches to examine and understand material covered in a diversity of subjects

Academic Expectation #5

Use Technology with Proficiency to Show and Facilitate Learning.

Score	Criteria
4	Students demonstrate mastery in technology use, including word processing, Email and its various applications, comprehensive multimedia presentations, appropriately collaborating at a computer with another student, proper use of the Boston Public Schools Acceptable Use Policy, appropriate awareness of legal and ethical behaviors when using technology, effectively utilizing graphing calculators (for complex computations, to display functional relationships, use matrix, probability, trigonometric and exponential functions, create relevant programs, and analyze data using lists, tables, sorts and statistical distributions), effective application of spreadsheets through data collection and organization, and thorough use of electronic research via search engines, and properly discriminating and evaluating the validity, relevance and appropriateness of the research data found.
3	Students demonstrate proficiency in technology use, including word processing, Email and its various applications, clear multimedia presentations, reasonably collaborating at a computer with another student, acceptable use of the Boston Public Schools Acceptable Use Policy, reasonable awareness of legal and ethical behaviors when using technology, logically utilizing graphing calculators (for complex computations, to display functional relationships, use matrix, probability, trigonometric and exponential functions, create relevant programs, and analyze data using lists, tables, sorts and statistical distributions), logical application of spreadsheets through data collection and organization, and sufficient use of electronic research via search engines, and displays an acceptable ability to discriminate and evaluate the validity, relevance and appropriateness of the research data found.
2	Students demonstrate limited proficiency in technology use, including word processing, Email and its various applications, limited multimedia presentations, occassionally collaborating at a computer with another student, inconsistent use of the Boston Public Schools Acceptable Use Policy, limited awareness of legal and ethical behaviors when using technology, poorly utilizing graphing calculators (for complex computations, to display functional relationships, use matrix, probability, trigonometric and exponential functions, create relevant programs, and analyze data using lists, tables, sorts and statistical distributions), broad application of spreadsheets through data collection and organization, and adequate use of electronic research via search engines, and displays a weak ability to discriminate and evaluate the validity, relevance and appropriateness of the research data found.
1	Students demonstrate minimal proficiency in technology use, including word processing, Email and its various applications, inadequate multimedia presentations, inappropriately collaborating at a computer with another student, does not adhere to the Boston Public Schools Acceptable Use Policy, limited awareness of legal and ethical behaviors when using technology, ineffectively utilizing graphing calculators (for complex computations, to display functional relationships, use matrix, probability, trigonometric and exponential functions, create relevant programs, and analyze data using lists, tables, sorts and statistical distributions), logical application of spreadsheets through data collection and organization, and insufficient use of electronic research via search engines, and displays a poor ability to discriminate and evaluate the validity, relevance and appropriateness of the research data found.