Does not demonstrate appropriate appearance or behavior.
Often does not act respectfully towards others.

Attempts to demonstrate appropriate appearance and behavior.
Occasionally acts respectfully towards others.

Demonstrates appropriate appearance and behavior.
Acts respectfully towards others.

Demonstrates appropriate appearance and behavior in various settings.
Always acts respectfully towards others

Typically is negative toward tasks, projects, and/or others.

Occasionally has a negative attitude towards tasks, projects, and/or others.

Is constructive with criticism when working with others.
Has a positive attitude towards tasks, projects and others.

Has a positive outlook and creates a positive work environment for all involved while working on projects.

Typically is negative toward tasks, projects, and/or others.

Occasionally has a negative attitude towards tasks, projects, and/or others.

Is constructive with criticism when working with others.
Has a positive attitude towards tasks, projects and others.

Has a positive outlook and creates a positive work environment for all involved while working on projects.

Does not attempt to adapt to varied roles, responsibilities, schedules, or contexts.

Attempts to adapt to varied roles, responsibilities, schedules, and contexts.

Adapts to varied roles, responsibilities, schedules, and contexts.

Readily adapts to varied roles, responsibilities, schedules, and contexts in a variety of conditions.

Does not work well in a climate of ambiguity and changing priorities.

Attempts to work effectively in a climate of ambiguity and changing priorities.

Works effectively in a climate of ambiguity and changing priorities.

Works effectively in a climate of ambiguity and changing priorities in a variety of conditions.

Never completes work on time and does not use time management skills.

Occasionally completes work on time.

Completes work on time by taking advantage of the time provided and by using time management skills.

Completes tasks ahead of schedule by creating a plan and scheduling time to complete the work.

Always off task and does not complete the project.
Thus, only a portion of the project is completed.

Occasionally off task in regards to accomplishing the overall project.

Stays focused throughout the project and develops a timeline of the work to be completed.

Consistently stays focused, prioritizes tasks, recognizes time constraints of projects; estimates time to completion; and avoids distractions while meeting deadlines.

Does not take responsibility for completed or uncompleted work.

Takes limited responsibility for not completing work.

Takes responsibility for work completed and not completed.

Consistently and accurately completes tasks and takes responsibility for work.

Fails to inspire others and allows selfish needs to rule all decisions made.

Sometimes inspires others to perform at their best abilities but sometimes allows selfish needs to take precedent.

Provides inspiration by demonstrating to others to perform at their best abilities no matter the obstacles before them.

Sets aside personal needs and inspires others to perform to their best abilities no matter the obstacles or considering their own success.

When in position of leadership, shows no signs of integrity or ethical behavior.

At times does not apply ethics or integrity to their decisions or actions in positions of leadership.

Often applies integrity and ethical behavior in leadership positions, thereby influencing others to do likewise.

When in a position of leadership, consistently behaves ethically and with integrity to motivate others to work to their full potential.

Does not request help when needed (e.g., doesn’t ask questions of others or supervisors).

Sometimes requests help when needed (e.g., asks questions before consulting manuals on policies and procedures, sometimes seeks help from others or supervisors).

Usually requests help at times when needed (e.g., asking questions after consulting manuals on policies and procedures, knowing when to seek help from others or supervisors).

Consistently requests help at appropriate times and when needed (e.g., asking questions after consulting manuals on policies and procedures, knowing when to seek help from others or supervisors).

Can’t identify “big picture” issues and goals and cannot define vision and mission statements.

Identifies few “big picture” issues and goals and can marginally define vision and mission statements. (e.g., the organization’s policies and procedures, as well as its role within the community).

Identifies most “big picture” issues and goals and can generally define vision and mission statements. (e.g., the organization’s structure, policies, and procedures, as well as its role within the industry and community).

Easily identifies “big picture” issues and goals and can define vision and mission statements (e.g., the organization’s structure, culture, policies, and procedures, as well as its role and status within the industry, economy, and community).

Does not understand how to apply mathematical reasoning and processes to accomplish job- specific tasks. (e.g., using geometry and algebra to complete career computations).

Uses mathematical reasoning and processes to accomplish job- specific tasks with occasional errors. (e.g., using geometry and algebra to complete career computations).

Correctly uses mathematical reasoning and processes to accomplish job- specific tasks with occasional aid. (e.g., using geometry and algebra to complete career computations).

Correctly uses mathematical reasoning and processes to accomplish job- specific tasks without aid (e.g., using geometry and algebra to complete career computations).

Rarely contributes new and innovative ideas as previous skills and resources are not developed enough.

Contributes some new and innovative ideas based on known resources and skills.

Often contributes new and innovative ideas based on known and reliable resources and skills.

Appropriately contributes new and innovative ideas based on known and reliable resources and skills with great effect.

Incorrectly reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Sometimes reads, misinterprets, and misapplies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Correctly reads, interprets, and applies workplace documents with ease (e.g., instructional manuals, work orders, invoices, memorandums).

The document produced is unclear, often using incorrect language, and with general misunderstanding of the intended audience.

The document produced is usually clearly written, sometimes using incorrect language, and with general understanding of the intended audience.

Writes clearly, often using correct language, and understands the intended audience of a document produced.

Consistently writes clearly, uses correct language, and understands the intended audience of documents that are produced.

Neither identifies resources that may help solve a specific problem nor applies critical thinking to aid in problem solving.

Sometimes identifies resources that may help solve a specific problem but does not apply critical thinking to using that resource.

Identify resources that may help solve a specific problem and apply critical thinking to using that resource correctly.

Easily and quickly identify resources that may help solve a specific problem and apply critical thinking to using that resource effectively.

Rarely selects and uses correct technological resources (e.g., equipment, machines, tools, electronics) to accomplish work.

Selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work.

Selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work productively.

Consistently selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work efficiently and productively.

Minimally manages personal health with the results having negative effect on work-related tasks.

Minimally manages personal health with some effect on work-related tasks.

Manages personal health with understanding on its effect to work- related tasks (e.g., setting fitness goals; eating healthfully).

Seamlessly manages personal health with clear insight on its effect to work-related tasks (e.g., setting fitness goals; eating healthfully).

Often disregards safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).

Often follows safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).

Follows safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).

Follows and models safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).

Does not use technological resources (e.g., equipment, machines, tools, electronics) to accomplish work with safe and efficient results.

Often uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work with varying safety and efficiency.

Safely uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work productively.

Safely uses and models the use of technological resources (e.g., equipment, machines, tools, electronics) to accomplish work efficiently and productively.

Often dresses inappropriately while maintaining questionable personal hygiene.

Usually dresses appropriately (professional and safety standards following dress code) while maintaining adequate personal hygiene.

Dresses appropriately (adhering to professional and safety standards following dress code) while maintaining personal hygiene.

Always dresses appropriately (adhering to professional and safety standards following dress code) while maintaining impeccable, personal hygiene.

Makes calculations related to personal finance with many errors or doesn’t attempt personally (e.g., wage rates, paycheck deductions, taxes).

Makes calculations related to personal finance with some error (e.g., wage rates, paycheck deductions, taxes).

Correctly makes calculations related to personal finance (e.g., wage rates, paycheck deductions, taxes).

Quickly, correctly, and efficiently makes calculations related to personal finance (e.g., wage rates, paycheck deductions, taxes).

Does not understand how much stock can and should be used to complete a current project. (portioning meals, making a budget, having correct quantity and type of materials onsite).

Often guesses how much stock should be used to complete a current project. (portioning meals, making a budget, having correct quantity and type of materials onsite).

Correctly knows how much stock can and should be used to complete a current project in a timely manner. (portioning meals, making a budget, having correct quantity and type of materials onsite).

Consistently plans in advance how much stock can and should be used to complete a current project in a timely manner. (portioning meals, making a budget, having correct quantity and type of materials onsite).

Does not estimate the amount of stock to save in order to meet future demands (e.g. making hay, opening a savings account, investment planning, storing goods for future use).

Poorly estimates the amount of stock to save in order to meet future demands (e.g. making hay, opening a savings account, investment planning, storing goods for future use).

Estimates the amount of current stock to save or multiply in order to meet future demands (e.g. making hay, opening a savings account, investment planning, storing goods for future use).

Wisely estimates the amount of current stock to save or multiply in order to meet future demands (e.g. making hay, opening a savings account, investment planning, storing goods for future use).

Communicates only to inform and does not demonstrate communication for other purposes.

Communicates only to inform or instruct.

Uses communication to inform, instruct, motivate, and persuade.

Effectively uses communication to inform, instruct, motivate, and persuade.

Either creates a presentation but does not present, or fails to complete the presentation, thus does not communicate using both verbal and nonverbal communication.

Creates a presentation but does not effectively address / communicate using both verbal and nonverbal communication.

Communicates thoughts and ideas by crafting and presenting a presentation using both verbal and nonverbal communication.

Works creatively to craft and present a comprehensive presentation that uses both verbal and nonverbal communication.

Develops new ideas, but does not effectively implement or communicate ideas with others.

Develops, implements, and attempts to communicate new ideas to others.

Develops, implements, and communicates new ideas to others effectively.

Develops, implements, and communicates new ideas to others effectively in a variety of conditions.

Often needs to be reminded of appropriate times to speak and appropriate times to listen.

At times, speaks when it is not appropriate and does not listen when it is appropriate.

While engaged in conversations/discussions, understands when it is appropriate to speak and when it is appropriate to listen.

While engaged in conversations/discussions, consistently understands when it is appropriate to effectively speak and when it is appropriate to listen.

Does not listen to the message and demonstrates the misunderstanding by not reflecting on the meaning.

Attempts to listen to the message and reflect on the meaning of the message, but misses key information or intentions of the message.

Effectively listen to and reflect on the information and intentions of the message.

Thoughtfully and consistently listen to and reflect on the information and intentions of the message.

Does not use technology effectively to collect, organize, evaluate, and/or communicate information.

Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.

Effectively utilize technology as a tool for communication.

Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating the learning.

Attempts to create a written message, but fails to do so effectively or in a timely manner.

Can create an adequate written message, but does not understand how to use it to its maximum effect.

Effectively uses and creates written messages to communicate in various situations.

Effectively and consistently creates written messages which communicate the correct intent for multiple purposes.

Differences and diverse opinions are rejected and/or ignored and sometimes result in arguments.

Different ideas and diverse opinions are sometimes ignored however when acknowledged can be resolved.

Different ideas and diverse opinions are accepted.

Different ideas are appreciated and diverse opinions are sought out while developing a common understanding.

Fails to communicate or understand the interactions of diverse environments.

Communicates with others about environment, but often fails to understand the influences of the environment.

Communicates with others on environments while understanding the influences of the environment.

Communicates effectively with others on diverse environments, understanding fully the influences of the environment.

Disregards cultural differences and does not effectively communicate any lack of understand.

Understands there are cultural differences, but does not effectively communicate.

Understands and effectively uses proper verbal and non-verbal communication in respect to cultural differences.

Consistently communicates both verbally and non- verbally, with a deep understanding and respect of cultural differences.

Disregards cultural differences and does not effectively act in a diverse environment.

Understands there are cultural differences, but does not effectively act in a diverse environment.

Acts effectively in respect to cultural differences and how they affect decisions made.

Consistently acts with deep understanding and respect of cultural differences and the ultimate outcomes of those actions.

Does not demonstrate a grasp of real world limits to new ideas.

Demonstrates understanding of desired outcome but does not have a realistic understanding of the limits of the situation.

Demonstrates realistic understanding about the limits of the situation.

Consistently demonstrates realistic understanding about the limits of the situation in a variety of scenarios.

Does not acknowledge social relationships that impact multiple levels of an organization.

Acknowledges some social relationships that impact multiple levels of an organization.

Acknowledges the economic, political, and social relationships that impact multiple levels of an organization (e.g., local, national, international).

Consistently acknowledges the economic, political, and social relationships that impact multiple levels of an organization and uses this knowledge in interaction within the group (e.g., local, national, international).

Does not actively participate in idea creation.

Does not offer ideas during the idea creation, but listens actively to other group members.

Engages in idea creation techniques and participates by offering ideas.

Engages in multiple idea creation techniques and fully participates by offering insightful questions and listening well to others in the group.

Does not attempt to develop new and valuable ideas.

Develops new and valuable ideas using existing knowledge and resources.

Develops new and valuable ideas using both existing and new knowledge, as well as existing and new resources.

Consistently develops new and valuable ideas using both existing and new knowledge, as well as existing and new resources.

Poorly attempts to reflect on own ideas.

Reflects on own ideas and attempts to incorporate changes in creative efforts to improve the value of their work.

Reflects on own ideas and incorporates changes in creative efforts to improve the value of their work.

Extensive reflection of own ideas and incorporates changes in creative efforts demonstrating an understanding of the value of analysis and implementation of change.

Does not demonstrate creativity.

Demonstrates creativity but does not have a realistic understanding of how to express it.

Demonstrates creativity in most every situation.

Consistently demonstrates creativity in a variety of situations.

Rarely attempts to develop creative ideas.

Develops creative ideas, but does not understand how to apply them to the situation.

Applies creative ideas to make a real and useful contribution to their work.

Continuously applies creative ideas to make a real and useful contribution to their work.

Attempts to monitor, define, prioritize, and complete tasks with direct oversight.

Attempts to monitor, define, prioritize, and complete tasks without direct oversight.

Monitors, defines, prioritizes, and complete tasks without direct oversight.

Monitors, defines, prioritizes, and complete tasks without direct oversight in a variety of conditions.

Demonstrates no appreciation of cultural and social understanding and respect for the uniqueness others. Demonstrates intolerance and lacks social interaction skills.

Demonstrates a limited appreciation of cultural and social understanding and respect for the uniqueness others. At times appears indifferent to the others.Supports own ideas but appears not to be flexible enough to improve innovation and the quality of work.

Demonstrates an appreciation of cultural and social understanding and respect for the uniqueness of others. Actively discusses avenues to develop ideas and presents encouraging opinions for increasing innovation and quality of work upon request.

Demonstrates a high level of cultural and social understanding and respect for the uniqueness of others. Encourages discussions to develop new ideas through active listening and offers opinions for increasing innovation and quality of work.

Does not evaluate information.

Evaluates information researched, but not thoroughly.

Thoroughly evaluates information researched, using internal and external validation.

Thoroughly evaluates the reliability of the source and the information researched, using internal and external validation.

Does not use technology effectively to collect, organize, evaluate, and/or communicate information.

Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.

When collecting, organizing, evaluating, and communicating research, technology is effectively utilized.

Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating.

Completes simple research strategies and sources, often not retrieving accurate or complete information.

Demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results.

Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective.

Identifies key concepts of research conducted, acts on informed decisions to revise the search, and selects information based on reliability of resource efficiently and effectively.

Does not complete analysis or evaluation of evidence, arguments, claims, or beliefs.

Is not thorough at analyzing and/or evaluating evidence, arguments, claims, and beliefs.

Is effective in analyzing and evaluating evidence, arguments, claims, and beliefs.

Consistently is successful at analyzing and evaluating evidence, arguments, claims, and beliefs.

Does not respect the view point of others while analyzing and evaluating material from a different point of view.

Believes they are able to analyze and evaluate material from a different point of view without being biased, but is not successful.

When analyzing and evaluating material is unbiased.

Embraces learning about material from different points of view and is unbiased in analyzing the material.

Does not attempt to understand the connection between information and arguments.

Is able to understand there is a connection between information and arguments, but is not able to determine what it is on their own.

Is able to understand and make the connections between information and arguments.

Is able to apply the connections between information and arguments in order to support a perspective.

Looks at information and rarely is able to draw a conclusion.

Looks at information and sometimes is able to draw conclusions.

Is able to look at information and successfully draw conclusions.

Is able to look at complex information and successfully draw conclusions and apply to situation.

Does not reflect on learning experiences and processes.

Attempts to reflect on learning experiences and processes.

Reflects critically on learning experiences and processes.

Thoroughly reflects critically on learning experiences and processes and applies to future work.

Attempts to use reasoning as appropriate to the situation.

Uses reasoning as appropriate to the situation.

Uses various types of reasoning as appropriate to the situation.

Uses various types of reasoning as appropriate to the situation in highly effective methods.

Does not utilize information collected to solve issue or problem at hand.

Applies the information correctly, but is not accurate or creative in solving the issue or problem.

Uses information accurately and creatively for the problem at hand.

Is highly effective in relating various sources to each other and applies them to solve an issue or problem at hand.

Is only able to identify some parts, and loses sight of how they work together.

Identifies parts of a system but cannot explain how they work together.

Recognizes how the parts of a system work together to accomplish tasks.

Recognizes and is able to manipulate parts of a system to come together to accomplish tasks.

Does not attempt to make inquiries to understand other points of view for the purpose of reaching a better solution.

Asks questions with the purpose of reaching a better solution, but fails to consider other points of view.

Effectively identify and ask significant questions that clarify various points of view and lead to better solutions.

Effectively identify and ask significant questions that clarify various points of view and lead to better solutions in a variety of conditions.

Does not complete analysis or evaluation of evidence, arguments, claims, or beliefs.

Effectively problem solves but does not utilize multiple techniques.

Effectively utilizes multiple techniques to engage in problem solving.

Effectively develops and utilizes multiple techniques to engage in problem solving and can articulate reason for choosing.

Attempts to incorporate feedback, but not effectively.

Attempts to incorporate feedback effectively.

Incorporates feedback effectively.

Consistently incorporates feedback in order to solve issues effectively.

Attempts to reflect critically on past experiences, but not in order to promote future progress.

Attempts to reflect critically on past experiences in order to promote future progress.

Reflects critically on past experiences in order to promote future progress.

Reflects critically on past experiences in order to promote future progress in a variety of conditions.

Attempts to cope with praise or setbacks, and criticism, but often in a negative way.

Attempts to cope positively with praise, setbacks, and criticism.

Copes positively with praise, setbacks, and criticism in respect to the future.

Consistently copes positively with praise, setbacks, and criticism in order to actively apply these to future issues.

Shows no sign or interest in achieving a solution.

Attempts to work with others to reach a solution, but fails to communicate effectively to solve a problem or motivate others.

Effectively communicates and motivates others to work toward a solution.

Effectively communicates and motivates others to solve group problems while accomplishing a solution.

Is not able to apply quality information.

Accesses only one or two sources of information with some application.

Is able to collect and apply large amounts of quality information from a variety of sources.

Is able to apply large amounts of quality information from a variety of sources to make decisions and/or conclusions.

Is argumentative with others; does not listen to group’s opinions and ideas; wants things done their way and does not listen to alternate approaches.

Sometimes listens to others, and often assumes others’ ideas will not work; tries to work well with the team.

Listens to other points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas.

Consistently listens to others and their ideas; helping them to develop their ideas while giving them full credit; helping the team reach its full potential.

Shows no sign of interest in achieving a goal.

Attempts to work with others to reach a goal, but fails to communicate effectively to solve a problem or motivate others.

Effectively communicates and motivates others to work toward a goal.

Effectively communicates and motivates others to solve group problems while accomplishing a goal.

Is negative towards others in achieving a common goal.

Shows limited encouragement to others in achieving a common goal.

Encourages others to use their strengths to contribute to and achieve a common goal.

Consistently encourages and motivates others to use their strengths to contribute to and achieve a common goal.

Fails to inspire others.

Sometimes inspires others to perform at their best abilities but sometimes allows selfish needs to take precedent.

Provides inspiration by demonstrating to others to perform at their best abilities no matter the obstacles before them.

When in position of power, shows no signs of integrity or ethical behavior.

At times puts personal needs first and does not apply ethics and integrity to their decisions or actions.

Does not abuse their leadership position to benefit themselves by being ethical and demonstrating integrity.

When in a position of power, behaves ethically and with integrity to motivate others to work to their full potential.

Goals and strategies are incomplete.

Goals and strategies are defined but not met.

Goals and strategies are defined and met.

Goals and strategies are defined as specific measurable goals and strategies were detailed.

Rarely sets goals with tangible success criteria.

Attempts to set goals with tangible and intangible success criteria.

Sets goals with tangible and intangible success criteria.

Sets goals with tangible and intangible success criteria in a variety of conditions.

Does not understand how failed attempts are part of the process that leads to success.

Understands the importance of attempting/ experimenting is an important part of the path to success, but does not understand this includes failed attempts as well.

Understands the importance of attempting/ experimenting is an important part of the path to success, including failed attempts.

Embraces the idea that attempting/ experimenting is an important part of the path of success and approaches opportunities with an understanding that many failed attempts are likely

Attempts to balance short- term or long-term goals, but without much success.

Attempts to balance short-term and long- term goals.

Balances short- term and long-term goals.

Balances short-term and long-term goals in various areas of work/ school.

Attempts to go beyond basic mastery of skills and/or curriculum, but does not explore or expand learning opportunities to gain expertise.

Attempts to go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.

Grasps mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.

Goes beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise in a variety of conditions.

Attempts to demonstrate initiative to advance skill levels, but not on a personal level.

Attempts to demonstrate initiative to advance skill levels towards a professional level.

Demonstrates initiative to advance skill levels towards a professional level.

Demonstrates initiative to advance skill levels towards a professional level in various aspects of work/school.

Attempts to demonstrate commitment to learning, but not as a lifelong process.

Attempts to demonstrate commitment to learning as a lifelong process.

Demonstrates commitment to learning as a lifelong process.

Demonstrates commitment to learning as a lifelong process in most all areas of work/school.

No plans were developed.

A goal plan is created, but does not include details regarding how the goals will be prioritized and/or managed.

A plan was determined and managed effectively.

Develops a detailed plan which clearly prioritizes each aspect of the set goals and gives clear direction on how the goals interrelate and should be managed.

Does not use technology effectively to collect, organize, evaluate, and/or communicate information.

Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.

When collecting, organizing, evaluating, and communicating research, technology is effectively utilized.

Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating the learning.

Attempts, but does not complete, crafting a product using multiple media and technologies and does not effectively reflect on the effectiveness and impact of the product.

Crafts a product using multiple media and technologies but does not effectively reflect on the effectiveness and impact of the product.

Crafts a product using multiple media and technologies and reflects on the effectiveness and impact of the product.

Works creatively to craft a comprehensive product using multiple media and technologies and thoughtfully reflects on the effectiveness and impact of the product.

Does not understand the need for ethics in regards to information literacy.

Understands there is a need for ethical limitations.

Understands the ethical limitations when accessing and using information.

Consistently accesses and uses information ethically.

Uses media but does not have a regard to legal use of it.

Uses media but does not always understand the legal issues in its use.

Uses a form of media both legally and ethically.

Uses a form of media both legally and ethically.

Uses information technology, but disregards ethical and legal obligations on its distribution.

Uses information technology, but does not completely understand the ethical and legal obligations of accessing and distributing.

Manages and distributes data researched and applied from information technology ethically and legally.

Correctly manages and distributes data researched and applied from information technology ethically and legally.

Does not understand the power of media in relationship to beliefs and behaviors in relation to interpreting a message.

Explores how media can influence beliefs and behaviors, but does not acknowledge diverse values and points of view.

Explores how media can influence beliefs and behaviors, while considering diverse values and points of view in interpreting messages.

Understands and creates media that influences beliefs and behaviors, while considering diverse values and points of view in interpreting messages.

Does not attempt or does not understand how to utilize digital tools.

Creates products using digital tools to compose, illustrate, and communicate information.

Creates products using innovative digital tools to compose, illustrate, and communicate original ideas or research.

Does not utilize technology to communicate and connect with others effectively.

Uses technology to communicate and connect with others but does not utilize it as a tool to operate in a knowledge economy (creating, evaluating, and trading knowledge).

Uses technology as a tool to communicate and connect with others to access and successfully utilize information to operate in a knowledge economy (creating, evaluating, and trading knowledge).

Effectively and consistently uses technology, communication, and relationships to successfully operate in a knowledge economy (creating, evaluating, and trading knowledge).

Does not participate in group or classroom discussion. Cannot be counted on and is consistently late.

Sometimes participates in group and classroom discussions. Is not always on time or reliable.

Provides useful ideas when participating in the group and in classroom discussion, is reliable, and punctual.

Consistently provides useful ideas when participating in the group and in classroom discussion, is reliable, and always punctual.

Is argumentative with others; does not listen to groups opinions and ideas; wants things done their way and does not listen to alternate approaches.

Sometimes listens to others, and often assumes others’ ideas will not work; tries to work well with the team.

Listens to other' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas.

Consistently listens to others and their ideas; helping them to develop their ideas while giving them full credit; helping the team reach its full potential.

Does not listen to other views.

Listens to diverse views but does not effectively incorporate in work.

Listens to diverse views and incorporates in work.

Consistently and thoroughly listen to diverse views and incorporates in work.

Statements, responses, and/or body language are consistently not respectful. Rarely listens to, shares with, and supports the efforts of others.

Most statements, responses, and body language are respectful; occasionally a negative tone. Does not always listen to, share with, or support the efforts of others.

Listens to, shares with, and supports others. Statements and responses are respectful and appropriate body language is exhibited.

All statements, responses, and body language are respectful and appropriate. Always listens to, shares with, and supports the efforts of others.

Typically does not compromise with group to accomplish a common goal, and often interferes with group from meeting its full potential.

Attempts to compromise with group to accomplish a common goal, but sometimes interferes group from meeting its full potential.

Is willing to compromise with group to accomplish a common goal.

Always demonstrates compromise, allowing the group to meet its full potential.

Does very little of the group’s work and does not share or respect others’ ideas.

Attempts to share responsibility of group’s work, but ends up completing little of the work, by disregarding the input of others in group.

Participates and contributes to group’s work equally. Values all members’ ideas and contributions.

Motivates all members to share in contributions equally by valuing all members’ ideas and contributions.

Rarely attempts to understand, negotiate, and balance diverse views and beliefs to reach workable solutions, especially not in multi-cultural environments.

Attempts to understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in mono-cultural environments.

Understands, negotiates, and balances diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.

Understands, negotiates, and balances diverse views and beliefs to reach workable solutions, particularly in multi- cultural environments in many situations.

Exhibits no respect, poor interaction, and an inability to work positively with individuals from other social or cultural groups.

With guidance, can generally respect, interact, and work positively with individuals from other social and cultural groups.

Respects, interacts, and works positively with individuals from other social and cultural groups.

Always respects, interacts, and works positively with individuals from other social and cultural groups and seeks opportunities to learn from diverse perspectives.

Does not contribute to a community organization or event nor reflects on the importance of involvement within the community.

Participates in, but does not contribute to, community organization or event and attempts to reflect on their involvement within the community

Contributes to a community organization or event and reflects on the importance of their involvement within the community.

Is an integral part of a community organization or event and thoughtfully reflects on the importance of their involvement within the community.

Student/Worker is proficient in some competencies, but requires remediation in most competencies in order to be truly successful in finding, gaining, and keeping employment over the course of his/her lifetime.

Student/Worker meets the rigor of most competencies set to be career ready and needs to improve on some in order to have long-term success.

Student/Worker meets competencies set and is career ready with the necessary skills to be successful at finding, gaining, and keeping employment over the course of his/her lifetime.

Student/Worker exceeds competencies set and is extremely career ready with the necessary skills to be highly successful at finding, gaining, and keeping employment over the course of his/her lifetime.