CRP-HS.01
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee.
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Description
Career-ready individuals understand the obligations and responsibilities of being a member of a community and demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on
others and the environment around them, think about the near-term and long-term consequences of their actions, and seek to act in ways that contribute to the betterment of their teams, families, community, and workplace. They are reliable and consistent
in going beyond the minimum expectation and in participating in activities that serve the greater good.
Competencies
- (CRP-01.01) Appropriate appearance and behavior
- (CRP-01.02) Attitude
- (CRP-01.03) Ethical
- (CRP-01.04) Adaptability in position
- (CRP-01.05) Adaptability to change
- (CRP-01.06) Time management in work
- (CRP-01.07) Focusing on a project
- (CRP-01.08) Responsibility
- (CRP-01.09) Inspiring others through selflessness
- (CRP-01.10) Leadership
- (CRP-01.11) Appropriate questioning
- (CRP-01.12) Understanding the system
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
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CRP-HS.01.01
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Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
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Appropriate appearance and behavior
CRP-HS.01.01 Conduct self in a respectable, appropriate manner and with proper appearance.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not demonstrate appropriate appearance or behavior. Often does not act respectfully towards others.
(2) Developing
... attempts to demonstrate appropriate appearance and behavior. Occasionally acts respectfully towards others.
(3) Proficient
... demonstrates appropriate appearance and behavior. Acts respectfully towards others.
(4) Advanced
... demonstrates appropriate appearance and behavior in various settings. Always acts respectfully towards others.
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CRP-HS.01.02
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Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
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Attitude
CRP-HS.01.02 Work positively.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... typically is negative toward tasks, projects, and/or others.
(2) Developing
... occasionally has a negative attitude towards tasks, projects, and/or others.
(3) Proficient
... is constructive with criticism when working with others. Has a positive attitude towards tasks, projects and others.
(4) Advanced
... has a positive outlook and creates a positive work environment for all involved while working on projects.
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CRP-HS.01.03
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Ethical
CRP-HS.01.03 Work ethically.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not apply ethics while working on tasks, projects, or with others.
(2) Developing
... at times, does not apply ethics while working on tasks, projects or with others.
(3) Proficient
... applies values and ethics to all work completed.
(4) Advanced
... consistently applies ethics to all aspects of work.
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CRP-HS.01.04
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Adaptability in position
CRP-HS.01.04 Adapt to varied roles, responsibilities, schedules, and contexts.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not attempt to adapt to varied roles, responsibilities, schedules, or contexts.
(2) Developing
... attempts to adapt to varied roles, responsibilities, schedules, and contexts.
(3) Proficient
... adapts to varied roles, responsibilities, schedules, and contexts.
(4) Advanced
... readily adapts to varied roles, responsibilities, schedules, and contexts in a variety of conditions.
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CRP-HS.01.05
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Adaptability to change
CRP-HS.01.05 Work effectively in a climate of ambiguity and changing priorities.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not work well in a climate of ambiguity and changing priorities.
(2) Developing
... attempts to work effectively in a climate of ambiguity and changing priorities.
(3) Proficient
... works effectively in a climate of ambiguity and changing priorities.
(4) Advanced
... works effectively in a climate of ambiguity and changing priorities in a variety of conditions.
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CRP-HS.01.06
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Time management in work
CRP-HS.01.06 Utilize time and manage workload efficiently.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... never completes work on time and does not use time management skills.
(2) Developing
... occasionally completes work on time.
(3) Proficient
... completes work on time by taking advantage of the time provided and by using time management skills.
(4) Advanced
... completes tasks ahead of schedule by creating a plan and scheduling time to complete the work.
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CRP-HS.01.07
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Focusing on a project
CRP-HS.01.07 Maintain focus and manages projects effectively.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... always off task and does not complete the project.
(2) Developing
... occasionally off task in regards to accomplishing the overall project. Thus, only a portion of the project is completed.
(3) Proficient
... stays focused throughout the project and develops a timeline of the work to be completed.
(4) Advanced
... consistently stays focused, prioritizes tasks, recognizes time constraints of projects; estimates time to completion; and avoids distractions while meeting deadlines.
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CRP-HS.01.08
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Responsibility
CRP-HS.01.08 Is accountable for results.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not take responsibility for completed or uncompleted work.
(2) Developing
... takes limited responsibility for not completing work.
(3) Proficient
... takes responsibility for work completed and not completed.
(4) Advanced
... consistently and accurately completes tasks and takes responsibility for work.
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CRP-HS.01.09
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Inspiring others through selflessness
CRP-HS.01.09 Inspire others to reach their very best via example and selflessness.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... fails to inspire others and allows selfish needs to rule all decisions made.
(2) Developing
... sometimes inspires others to perform at their best abilities but sometimes allows selfish needs to take precedent.
(3) Proficient
... provides inspiration by demonstrating to others to perform at their best abilities no matter the obstacles before them.
(4) Advanced
... sets aside personal needs and inspires others to perform to their best abilities no matter the obstacles or considering their own success.
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CRP-HS.01.10
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Leadership
CRP-HS.01.10 Demonstrate integrity and ethical behavior in using influence and power.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... when in position of leadership, shows no signs of integrity or ethical behavior.
(2) Developing
... at times does not apply ethics or integrity to their decisions or actions in positions of leadership.
(3) Proficient
... often applies integrity and ethical behavior in leadership positions, thereby influencing others to do likewise.
(4) Advanced
... when in a position of leadership, consistently behaves ethically and with integrity to motivate others to work to their full potential.
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CRP-HS.01.11
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Appropriate questioning
CRP-HS.01.11 Demonstrate learning acquisition and application skills by requesting help when needed and then contributing to the success of the group by assisting others.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... does not request help when needed (e.g., doesn’t ask questions of others or supervisors).
(2) Developing
... sometimes requests help when needed (e.g., asks questions before consulting manuals on policies and procedures, sometimes seeks help from others or supervisors).
(3) Proficient
... 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).
(4) Advanced
... 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).
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CRP-HS.01.12
Career Ready Practices
CRP-01: Responsible Employee
Act as a Responsible and Contributing Citizen and Employee
Understanding the system
CRP-HS.01.12 Demonstrate understanding of workplace organizations, systems, and climates by identifying "big picture" issues and fulfilling the mission of the workplace.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... can’t identify “big picture” issues and goals and cannot define vision and mission statements.
(2) Developing
... 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).
(3) Proficient
... 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).
(4) Advanced
... 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).
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CRP-HS.02
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills.
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Description
Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications and make correct insights about when
it is appropriate to apply the use of an academic skill in a workplace situation.
Competencies
- (CRP-02.01) Math skills
- (CRP-02.02) Using past knowledge
- (CRP-02.03) Reading and interpreting
- (CRP-02.04) Writing
- (CRP-02.05) Problem solving and critical thinking
- (CRP-02.06) Using resources to complete work
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
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CRP-HS.02.01
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Math skills
CRP-HS.02.01 Demonstrate mathematics skills by using mathematical reasoning to accomplish tasks.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... 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).
(2) Developing
... uses mathematical reasoning and processes to accomplish job specific tasks with occasional errors. (e.g., using geometry and algebra to complete career computations).
(3) Proficient
... correctly uses mathematical reasoning and processes to accomplish job specific tasks with occasional aid. (e.g., using geometry and algebra to complete career computations).
(4) Advanced
... correctly uses mathematical reasoning and processes to accomplish job specific tasks without aid (e.g., using geometry and algebra to complete career computations).
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CRP-HS.02.02
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Using past knowledge
CRP-HS.02.02 Demonstrate resourcefulness by contributing new ideas and working with initiative.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... rarely contributes new and innovative ideas as previous skills and resources are not developed enough.
(2) Developing
... contributes some new and innovative ideas based on known resources and skills.
(3) Proficient
... often contributes new and innovative ideas based on known and reliable resources and skills.
(4) Advanced
... appropriately contributes new and innovative ideas based on known and reliable resources and skills with great effect.
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CRP-HS.02.03
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Reading and interpreting
CRP-HS.02.03 Demonstrate effective reading skills by interpreting workplace documents.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... incorrectly reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).
(2) Developing
... sometimes reads, misinterprets, and misapplies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).
(3) Proficient
... reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).
(4) Advanced
... correctly reads, interprets, and applies workplace documents with ease (e.g., instructional manuals, work orders, invoices, memorandums).
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CRP-HS.02.04
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Writing
CRP-HS.02.04 Demonstrate effective writing skills by interpreting workplace documents and writing clearly.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... the document produced is unclear, often using incorrect language, and with general misunderstanding of the intended audience.
(2) Developing
... the document produced is usually clearly written, sometimes using incorrect language, and with general understanding of the intended audience.
(3) Proficient
... reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).
(4) Advanced
... consistently writes clearly, uses correct language, and understands the intended audience of documents that are produced.
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CRP-HS.02.05
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Problem solving and critical thinking
CRP-HS.02.05 Demonstrate critical-thinking and problem-solving skills by analyzing and resolving problems that arise in completing assigned tasks.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... neither identifies resources that may help solve a specific problem nor applies critical thinking to aid in problem solving.
(2) Developing
... sometimes identifies resources that may help solve a specific problem but does not apply critical thinking to using that resource.
(3) Proficient
... identify resources that may help solve a specific problem and apply critical thinking to using that resource correctly.
(4) Advanced
... easily and quickly identify resources that may help solve a specific problem and apply critical thinking to using that resource effectively.
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CRP-HS.02.06
Career Ready Practices
CRP-02: Technical Skills
Apply Appropriate Academic and Technical Skills
Using resources to complete work
CRP-HS.02.06 Demonstrate proficiency with job-specific technologies by selecting and using technological resources to accomplish work responsibilities in a productive manner.
North Dakota CRP Rubrics
The Student ...
(1) Beginning
... rarely selects and uses correct technological resources (e.g., equipment, machines, tools, electronics) to accomplish work.
(2) Developing
... selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work.
(3) Proficient
... selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work productively.
(4) Advanced
... consistently selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work efficiently and productively.
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CRP-HS.03
Career Ready Practices
CRP-03: Health / Support
Attend to Personal Health and Financial Well-Being.
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Description
Career-ready individuals understand the relationship between personal health, workplace performance, and personal well-being; they act on that understanding to regularly practice health diet, exercise and mental health activities. Career-ready individuals
also take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
Competencies
- (CRP-03.01) Healthy living
- (CRP-03.02) Knowing safety
- (CRP-03.03) Working safely
- (CRP-03.04) Hygiene
- (CRP-03.05) Calculation accuracy
- (CRP-03.06) Budgeting
- (CRP-03.07) Investment
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
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CRP-HS.03.01
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Healthy living
CRP-HS.03.01 Demonstrate healthy behaviors by managing personal health.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Seamlessly manages personal health with clear insight on its effect to work-related tasks (e.g., setting fitness goals; eating healthfully).
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| 3.0 |
- Manages personal health with understanding on its effect to work-related tasks (e.g., setting fitness goals; eating healthfully).
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| 2.0 |
- Minimally manages personal health with some effect on workrelated tasks.
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| 1.0 |
- Minimally manages personal health with the results having negative effect on work-related tasks.
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CRP-HS.03.02
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Knowing safety
CRP-HS.03.02 Demonstrate safety skills by following safety guidelines.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Follows and models safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).
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| 3.0 |
- Follows safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).
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| 2.0 |
- Often follows safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).
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| 1.0 |
- Often disregards safety guidelines (e.g., adhering to Occupational Safety and Health Administration [OSHA] standards and instructor and manufacturer guidelines).
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CRP-HS.03.03
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Working safely
CRP-HS.03.03 Safely use technological resources to accomplish work responsibilities in a productive manner.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Safely uses and models the use of technological resources (e.g., equipment, machines, tools, electronics) to accomplish work efficiently and productively.
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| 3.0 |
- Safely uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work productively.
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| 2.0 |
- Often uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work with varying safety and efficiency.
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| 1.0 |
- Does not use technological resources (e.g., equipment, machines, tools, electronics) to accomplish work with safe and efficient results.
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CRP-HS.03.04
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Hygiene
CRP-HS.03.04 Demonstrate positive self representation skills by dressing appropriately and maintaining personal hygiene.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Always dresses appropriately (adhering to professional and safety standards following dress code) while maintaining impeccable, personal hygiene.
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| 3.0 |
- Dresses appropriately (adhering to professional and safety standards following dress code) while maintaining personal hygiene.
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| 2.0 |
- Usually dresses appropriately (professional and safety standards following dress code) while maintaining adequate personal hygiene.
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| 1.0 |
- Often dresses inappropriately while maintaining questionable personal hygiene.
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CRP-HS.03.05
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Calculation accuracy
CRP-HS.03.05 Demonstrate mathematics skills by using mathematical reasoning to accomplish tasks.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Quickly, correctly, and efficiently makes calculations related to personal finance (e.g., wage rates, paycheck deductions, taxes).
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| 3.0 |
- Correctly makes calculations related to personal finance (e.g., wage rates, paycheck deductions, taxes).
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| 2.0 |
- Makes calculations related to personal finance with some error (e.g., wage rates, paycheck deductions, taxes).
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| 1.0 |
- Makes calculations related to personal finance with many errors or doesn’t attempt personally (e.g., wage rates, paycheck deductions, taxes).
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CRP-HS.03.06
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Budgeting
CRP-HS.03.06 Demonstrate how currently held quantity of goods, services, or money should be effectively expended to meet current demands.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- 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).
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| 3.0 |
- 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).
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| 2.0 |
- 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).
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| 1.0 |
- 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).
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CRP-HS.03.07
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Career Ready Practice [CRP] Standard
[CRP-03]: Health / Support
Attend to Personal Health and Financial Well-Being
Investment
CRP-HS.03.07 Demonstrate how currently held quantity of goods, services, or money could be effectively used to meet future demands.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- 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).
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| 3.0 |
- 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).
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| 2.0 |
- 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).
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| 1.0 |
- 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).
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CRP-HS.04
Career Ready Practices
CRP-04: Communication
Communicate Clearly, Effectively, and with Reason.
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Description
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They
are excellent writers; they master conventions, word choice and organization and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose.
Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Competencies
- (CRP-04.01) Communicating well
- (CRP-04.02) Communicating through presentation
- (CRP-04.03) Communicating new ideas
- (CRP-04.04) Timely listening/speaking
- (CRP-04.05) Listening well
- (CRP-04.06) Communicating w/ tech.
- (CRP-04.07) Communicating through written form
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
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CRP-HS.04.01
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Communicating well
CRP-HS.04.01 Use communication to inform, instruct, motivate, and persuade.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Effectively uses communication to inform, instruct, motivate, and persuade.
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| 3.0 |
- Uses communication to inform, instruct, motivate, and persuade.
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| 2.0 |
- Communicates only to inform or instruct.
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| 1.0 |
- Communicates only to inform and does not demonstrate communication for other purposes.
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CRP-HS.04.02
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Communicating through presentation
CRP-HS.04.02 Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and contexts.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Works creatively to craft and present a comprehensive presentation that uses both verbal and nonverbal communication.
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| 3.0 |
- Communicates thoughts and ideas by crafting and presenting a presentation using both verbal and nonverbal communication.
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| 2.0 |
- Creates a presentation but does not effectively address/communicate using both verbal and nonverbal communication.
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| 1.0 |
- Either creates a presentation but does not present, or fails to complete the presentation, thus does not communicate using both verbal and nonverbal communication.
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CRP-HS.04.03
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Communicating new ideas
CRP-HS.04.03 Develop, implement, and communicate new ideas to others effectively.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Develops, implements, and communicates new ideas to others effectively in a variety of conditions.
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| 3.0 |
- Develops, implements, and communicates new ideas to others effectively.
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| 2.0 |
- Develops, implements, and attempts to communicate new ideas to others.
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| 1.0 |
- Develops new ideas, but does not effectively implement or communicate ideas with others.
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CRP-HS.04.04
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Timely listening/speaking
CRP-HS.04.04 Know when it is appropriate to listen and when to speak.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- While engaged in conversations/discussions, consistently understands when it is appropriate to effectively speak and when it is appropriate to listen.
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| 3.0 |
- While engaged in conversations/discussions, understands when it is appropriate to speak and when it is appropriate to listen.
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| 2.0 |
- At times, speaks when it is not appropriate and does not listen when it is appropriate.
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| 1.0 |
- Often needs to be reminded of appropriate times to speak and appropriate times to listen.
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CRP-HS.04.05
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Listening well
CRP-HS.04.05 Listen effectively to decipher meaning of a message.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Thoughtfully and consistently listen to and reflect on the information and intentions of the message.
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| 3.0 |
- Effectively listen to and reflect on the information and intentions of the message.
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| 2.0 |
- Attempts to listen to the message and reflect on the meaning of the message, but misses key information or intentions of the message.
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| 1.0 |
- Does not listen to the message and demonstrates the misunderstanding by not reflecting on the meaning.
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CRP-HS.04.06
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Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Communicating with technology
CRP-HS.04.06 Use technology as a tool to research, organize, evaluate, and communicate information.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating the learning.
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| 3.0 |
- Effectively utilize technology as a tool for communication.
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| 2.0 |
- Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.
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| 1.0 |
- Does not use technology effectively to collect, organize, evaluate, and/or communicate information.
|
| |
|
|
CRP-HS.04.07
|
Career Ready Practice [CRP] Standard
[CRP-04]: Communication
Communicate Clearly, Effectively, and with Reason
Communicating through written form
CRP-HS.04.07 Understand both how and why messages are constructed and used in written form.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
Effectively and consistently creates written messages which communicate the correct intent for multiple purposes. |
| |
| 3.0 |
Effectively uses and creates written messages to communicate in various situations. |
| |
| 2.0 |
Can create an adequate written message, but does not understand how to use it to its maximum effect. |
| |
| 1.0 |
Attempts to create a written message, but fails to do so effectively or in a timely manner. |
| |
|
|
CRP-HS.05
Career Ready Practices
CRP-05: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions.
|
Description
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organizations and the environment. They are aware of and utilize new technologies,
understandings, procedures, materials and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and profitability of the organization.
Competencies
- (CRP-05.01) Valuing diversity
- (CRP-05.02) Communicating on environment
- (CRP-05.03) Verbalizing culture
- (CRP-05.04) Respecting culture w/action
- (CRP-05.05) Acting realistically
- (CRP-05.06) Understand structure/scope
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.05.01
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Valuing diversity
CRP-HS.05.01 Respond open-mindedly to different ideas and values.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Different ideas are appreciated and diverse opinions are sought out while developing a common understanding.
|
| |
| 3.0 |
- Different ideas and diverse opinions are accepted.
|
| |
| 2.0 |
- Different ideas and diverse opinions are sometimes ignored however when acknowledged can be resolved.
|
| |
| 1.0 |
- Differences and diverse opinions are rejected and/or ignored and sometimes result in arguments.
|
| |
|
|
CRP-HS.05.02
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Communicating on environment
CRP-HS.05.02 Communicate effectively in diverse environments and realize the impact that environment will have on decisions made.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Communicates effectively with others on diverse environments, understanding fully the influences of the environment.
|
| |
| 3.0 |
- Communicates with others on environments while understanding the influences of the environment.
|
| |
| 2.0 |
- Communicates with others about environment, but often fails to understand the influences of the environment.
|
| |
| 1.0 |
- Fails to communicate or understand the interactions of diverse environments.
|
| |
|
|
CRP-HS.05.03
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Verbalizing culture
CRP-HS.05.03 Understand and effectively utilize the most appropriate expressions and interpretations in multicultural situations.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently communicates both verbally and nonverbally, with a deep understanding and respect of cultural differences.
|
| |
| 3.0 |
- Understands and effectively uses proper verbal and non-verbal communication in respect to cultural differences.
|
| |
| 2.0 |
- Understands there are cultural differences, but does not effectively communicate.
|
| |
| 1.0 |
- Disregards cultural differences and does not effectively communicate any lack of understand.
|
| |
|
|
CRP-HS.05.04
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Respecting culture with action
CRP-HS.05.04 Realize the interrelated nature of their actions to themselves, others, and business, utilizing the most appropriate and interpretations in diverse, multi-cultural environments.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently acts with deep understanding and respect of cultural differences and the ultimate outcomes of those actions.
|
| |
| 3.0 |
- Acts effectively in respect to cultural differences and how they affect decisions made.
|
| |
| 2.0 |
- Understands there are cultural differences, but does not effectively act in a diverse environment.
|
| |
| 1.0 |
- Disregards cultural differences and does not effectively act in a diverse environment.
|
| |
|
|
CRP-HS.05.05
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Acting realistically
CRP-HS.05.05 Demonstrate understanding to the real world limits of adopting new ideas.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently demonstrates realistic understanding about the limits of the situation in a variety of scenarios.
|
| |
| 3.0 |
- Demonstrates realistic understanding about the limits of the situation.
|
| |
| 2.0 |
- Demonstrates understanding of desired outcome but does not have a realistic understanding of the limits of the situation.
|
| |
| 1.0 |
- Does not demonstrate a grasp of real world limits to new ideas.
|
| |
|
|
CRP-HS.05.06
|
Career Ready Practice [CRP] Standard
[CRP-05]: Culture / Environment
Consider the Environmental, Social, and Economic Impacts of Decisions
Understanding structure and scope
CRP-HS.05.06 Demonstrate understanding of workplace organizations, systems, and climates by identifying "big picture" issues and fulfilling the mission of the workplace.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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).
|
| |
| 3.0 |
- Acknowledges the economic, political, and social relationships that impact multiple levels of an organization (e.g., local, national, international).
|
| |
| 2.0 |
- Acknowledges some social relationships that impact multiple levels of an organization.
|
| |
| 1.0 |
- Does not acknowledge social relationships that impact multiple levels of an organization.
|
| |
|
|
CRP-HS.06
Career Ready Practices
CRP-06: Creativity
Demonstrate Creativity and Innovation.
|
Description
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as
solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action
on their ideas and understand how to bring innovation to an organization.
Competencies
- (CRP-06.01) Creating ideas
- (CRP-06.02) Researching ideas
- (CRP-06.03) Reflecting on ideas
- (CRP-06.04) Originality
- (CRP-06.05) Applying ideas
- (CRP-06.06) Working by self-direction
- (CRP-06.07) Innovation thru diversity
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.06.01
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Creating ideas
CRP-HS.06.01 Use a wide range of idea creation techniques (brainstorming etc…).
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Engages in multiple idea creation techniques and fully participates by offering insightful questions and listening well to others in the group.
|
| |
| 3.0 |
- Engages in idea creation techniques and participates by offering ideas.
|
| |
| 2.0 |
- Does not offer ideas during the idea creation, but listens actively to other group members.
|
| |
| 1.0 |
- Does not actively participate in idea creation.
|
| |
|
|
CRP-HS.06.02
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Researching ideas
CRP-HS.06.02 Creates new and worthwhile ideas using both incremental and radical concepts.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently develops new and valuable ideas using both existing and new knowledge, as well as existing and new resources.
|
| |
| 3.0 |
- Develops new and valuable ideas using both existing and new knowledge, as well as existing and new resources.
|
| |
| 2.0 |
- Develops new and valuable ideas using existing knowledge and resources.
|
| |
| 1.0 |
- Does not attempt to develop new and valuable ideas.
|
| |
|
|
CRP-HS.06.03
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Reflecting on ideas
CRP-HS.06.03 Elaborates, refines, analyzes, and evaluates their own ideas in order to improve and maximize creative efforts.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Extensive reflection of own ideas and incorporates changes in creative efforts demonstrating an understanding of the value of analysis and implementation of change.
|
| |
| 3.0 |
- Reflects on own ideas and incorporates changes in creative efforts to improve the value of their work.
|
| |
| 2.0 |
- Reflects on own ideas and attempts to incorporate changes in creative efforts to improve the value of their work.
|
| |
| 1.0 |
- Poorly attempts to reflect on own ideas.
|
| |
|
|
CRP-HS.06.04
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Originality
CRP-HS.06.04 Demonstrate originality and inventiveness in work.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently demonstrates creativity in a variety of situations.
|
| |
| 3.0 |
- Demonstrates creativity in most every situation.
|
| |
| 2.0 |
- Demonstrates creativity but does not have a realistic understanding of how to express it.
|
| |
| 1.0 |
- Does not demonstrate creativity.
|
| |
|
|
CRP-HS.06.05
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Applying ideas
CRP-HS.06.05 Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Continuously applies creative ideas to make a real and useful contribution to their work.
|
| |
| 3.0 |
- Applies creative ideas to make a real and useful contribution to their work.
|
| |
| 2.0 |
- Develops creative ideas, but does not understand how to apply them to the situation.
|
| |
| 1.0 |
- Rarely attempts to develop creative ideas.
|
| |
|
|
CRP-HS.06.06
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Working creatively by self-direction
CRP-HS.06.06 Monitor, define, prioritize, and complete tasks without direct oversight, based on their own creativity.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Monitors, defines, prioritizes, and complete tasks without direct oversight in a variety of conditions.
|
| |
| 3.0 |
- Monitors, defines, prioritizes, and complete tasks without direct oversight.
|
| |
| 2.0 |
- Attempts to monitor, define, prioritize, and complete tasks without direct oversight.
|
| |
| 1.0 |
- Attempts to monitor, define, prioritize, and complete tasks with direct oversight.
|
| |
|
|
CRP-HS.06.07
|
Career Ready Practice [CRP] Standard
[CRP-06]: Creativity
Demonstrate Creativity and Innovation
Innovation through diversity
CRP-HS.06.07 Leverage social and cultural differences to create new ideas and increase both innovation and quality of work.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- 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.
|
| |
| 2.0 |
- 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.
|
| |
| 1.0 |
- Demonstrates no appreciation of cultural and social understanding and respect for the uniqueness others.
- Demonstrates intolerance and lacks social interaction skills.
|
| |
|
|
CRP-HS.07
Career Ready Practices
CRP-07: Research Skills
Employ Valid and Reliable Research Strategies.
|
Description
Career-ready individuals are discerning in accepting and using new information to make decisions, change practices, or inform strategies. They use a reliable research process to search for new information and evaluate the validity of sources when considering
the use and adoption of external information or practices. They use an informed process to test new ideas, information, and practices in their workplace situation.
Competencies
- (CRP-07.01) Evaluating material
- (CRP-07.02) Collecting data thru tech.
- (CRP-07.03) Accessing diverse sources
- (CRP-07.04) Analyzing source bias
- (CRP-07.05) Analyzing one's own bias
- (CRP-07.06) Connect data/argument
- (CRP-07.07) Drawing conclusions
- (CRP-07.08) Reflecting on research
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.07.01
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Evaluating material
CRP-HS.07.01 Evaluate information critically and competently.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Thoroughly evaluates the reliability of the source and the information researched, using internal and external validation.
|
| |
| 3.0 |
- Thoroughly evaluates information researched, using internal and external validation.
|
| |
| 2.0 |
- Evaluates information researched, but not thoroughly.
|
| |
| 1.0 |
- Does not evaluate information.
|
| |
|
|
CRP-HS.07.02
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Collecting data through technology
CRP-HS.07.02 Use technology as a tool to research, organize, evaluate, and communicate information.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating.
|
| |
| 3.0 |
- When collecting, organizing, evaluating, and communicating research, technology is effectively utilized.
|
| |
| 2.0 |
- Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.
|
| |
| 1.0 |
- Does not use technology effectively to collect, organize, evaluate, and/or communicate information.
|
| |
|
|
CRP-HS.07.03
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Accessing diverse sources
CRP-HS.07.03 Access information efficiently (time) and effectively (sources).
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- Considers more than one strategy or tool when engaged in the digital information fluency process if the first strategy or tool is ineffective.
|
| |
| 2.0 |
- Demonstrates an attitude of adaptability to respond to inconclusive or ineffective search results.
|
| |
| 1.0 |
- Completes simple research strategies and sources, often not retrieving accurate or complete information.
|
| |
|
|
CRP-HS.07.04
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Analyzing source bias
CRP-HS.07.04 Effectively analyze and evaluate evidence, arguments, claims, and beliefs.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently is successful at analyzing and evaluating evidence, arguments, claims, and beliefs.
|
| |
| 3.0 |
- Is effective in analyzing and evaluating evidence, arguments, claims, and beliefs.
|
| |
| 2.0 |
- Is not thorough at analyzing and/or evaluating evidence, arguments, claims, and beliefs.
|
| |
| 1.0 |
- Does not complete analysis or evaluation of evidence, arguments, claims, or beliefs.
|
| |
|
|
CRP-HS.07.05
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Analyzing one's own bias
CRP-HS.07.05 Effectively analyze and evaluate major alternative points of view.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Embraces learning about material from different points of view and is unbiased in analyzing the material.
|
| |
| 3.0 |
- When analyzing and evaluating material is unbiased.
|
| |
| 2.0 |
- Believes they are able to analyze and evaluate material from a different point of view without being biased, but is not successful.
|
| |
| 1.0 |
- Does not respect the view point of others while analyzing and evaluating material from a different point of view.
|
| |
|
|
CRP-HS.07.06
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Connecting data to argument
CRP-HS.07.06 Effectively synthesize and make connections between information and arguments.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Is able to apply the connections between information and arguments in order to support a perspective.
|
| |
| 3.0 |
- Is able to understand and make the connections between information and arguments.
|
| |
| 2.0 |
- Is able to understand there is a connection between information and arguments, but is not able to determine what it is on their own.
|
| |
| 1.0 |
- Does not attempt to understand the connection between information and arguments.
|
| |
|
|
CRP-HS.07.07
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Drawing conclusions
CRP-HS.07.07 Effectively interpret information and draw conclusions based on the best analysis.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Is able to look at complex information and successfully draw conclusions and apply to situation.
|
| |
| 3.0 |
- Is able to look at information and successfully draw conclusions.
|
| |
| 2.0 |
- Looks at information and sometimes is able to draw conclusions.
|
| |
| 1.0 |
- Looks at information and rarely is able to draw a conclusion.
|
| |
|
|
CRP-HS.07.08
|
Career Ready Practice [CRP] Standard
[CRP-07]: Research Skills
Employ Valid and Reliable Research Strategies
Reflecting on research
CRP-HS.07.08 Reflect critically on learning experiences and processes.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Thoroughly reflects critically on learning experiences and processes and applies to future work.
|
| |
| 3.0 |
- Reflects critically on learning experiences and processes.
|
| |
| 2.0 |
- Attempts to reflect on learning experiences and processes.
|
| |
| 1.0 |
- Does not reflect on learning experiences and processes.
|
| |
|
|
CRP-HS.08
Career Ready Practices
CRP-08: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them.
|
Description
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur, quickly take action to address the problem, thoughtfully
investigate the root cause of the problem prior to introducing solutions, and carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions
or the actions of others.
Competencies
- (CRP-08.01) Reasoning skills
- (CRP-08.02) Using information
- (CRP-08.03) Understanding the system
- (CRP-08.04) Asking to understand
- (CRP-08.05) Using multiple techniques
- (CRP-08.06) Using feedback
- (CRP-08.07) Learning from the past
- (CRP-08.08) Learning from mistakes and success
- (CRP-08.09) Seeking solutions
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.08.01
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Reasoning skills
CRP-HS.08.01 0Use various types of reasoning as appropriate to the situation.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Uses various types of reasoning as appropriate to the situation in highly effective methods.
|
| |
| 3.0 |
- Uses various types of reasoning as appropriate to the situation.
|
| |
| 2.0 |
- Uses reasoning as appropriate to the situation.
|
| |
| 1.0 |
- Attempts to use reasoning as appropriate to the situation.
|
| |
|
|
CRP-HS.08.02
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Using information
CRP-HS.08.02 Use information accurately and creatively for the issue or problem at hand.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Is highly effective in relating various sources to each other and applies them to solve an issue or problem at hand.
|
| |
| 3.0 |
- Uses information accurately and creatively for the problem at hand.
|
| |
| 2.0 |
- Applies the information correctly, but is not accurate or creative in solving the issue or problem.
|
| |
| 1.0 |
- Does not utilize information collected to solve issue or problem at hand.
|
| |
|
|
CRP-HS.08.03
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Understanding the system
CRP-HS.08.03 Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Recognizes and is able to manipulate parts of a system to come together to accomplish tasks.
|
| |
| 3.0 |
- Recognizes how the parts of a system work together to accomplish tasks.
|
| |
| 2.0 |
- Identifies parts of a system but cannot explain how they work together.
|
| |
| 1.0 |
- Is only able to identify some parts, and loses sight of how they work together.
|
| |
|
|
CRP-HS.08.04
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Asking to understand
CRP-HS.08.04 Effectively identify and ask significant questions that clarify various points of view and lead to better solutions.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively identify and ask significant questions that clarify various points of view and lead to better solutions in a variety of conditions.
|
| |
| 3.0 |
- Effectively identify and ask significant questions that clarify various points of view and lead to better solutions.
|
| |
| 2.0 |
- Asks questions with the purpose of reaching a better solution, but fails to consider other points of view.
|
| |
| 1.0 |
- Does not attempt to make inquiries to understand other points of view for the purpose of reaching a better solution.
|
| |
|
|
CRP-HS.08.05
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Using multiple techniques
CRP-HS.08.05 Effectively solve different kinds of non-familiar problems in both conventional and innovative ways.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively develops and utilizes multiple techniques to engage in problem solving and can articulate reason for choosing.
|
| |
| 3.0 |
- Effectively utilizes multiple techniques to engage in problem solving.
|
| |
| 2.0 |
- Effectively problem solves but does not utilize multiple techniques.
|
| |
| 1.0 |
- Is not successful in utilizing problem solving techniques.
|
| |
|
|
CRP-HS.08.06
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Using feedback
CRP-HS.08.06 Incorporate feedback effectively.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently incorporates feedback in order to solve issues effectively.
|
| |
| 3.0 |
- Incorporates feedback effectively.
|
| |
| 2.0 |
- Attempts to incorporate feedback effectively.
|
| |
| 1.0 |
- Attempts to incorporate feedback, but not effectively.
|
| |
|
|
CRP-HS.08.07
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Learning from the past
CRP-HS.08.07 Reflect critically on past experiences in order to inform future progress.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Reflects critically on past experiences in order to promote future progress in a variety of conditions.
|
| |
| 3.0 |
- Reflects critically on past experiences in order to promote future progress.
|
| |
| 2.0 |
- Attempts to reflect critically on past experiences in order to promote future progress.
|
| |
| 1.0 |
- Attempts to reflect critically on past experiences, but not in order to promote future progress.
|
| |
|
|
CRP-HS.08.08
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Learning from mistakes and success
CRP-HS.08.08 Cope positively with praise, setbacks, and criticism.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently copes positively with praise, setbacks, and criticism in order to actively apply these to future issues.
|
| |
| 3.0 |
- Copes positively with praise, setbacks, and criticism in respect to the future.
|
| |
| 2.0 |
- Attempts to cope positively with praise, setbacks, and criticism.
|
| |
| 1.0 |
- Attempts to cope with praise or setbacks, and criticism, but often in a negative way.
|
| |
|
|
CRP-HS.08.09
|
Career Ready Practice [CRP] Standard
[CRP-08]: Problem Solving
Utilize Critical Thinking to Make Sense of Problems and Persevere in Solving Them
Seeking solutions
CRP-HS.08.09 Uses interpersonal and problem-solving skills to influence and guide others toward a solution.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively communicates and motivates others to solve group problems while accomplishing a solution.
|
| |
| 3.0 |
- Effectively communicates and motivates others to work toward a solution.
|
| |
| 2.0 |
- Attempts to work with others to reach a solution, but fails to communicate effectively to solve a problem or motivate others.
|
| |
| 1.0 |
- Shows no sign or interest in achieving a solution.
|
| |
|
|
CRP-HS.09
Career Ready Practices
CRP-09: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management.
|
Description
Career-ready individuals consistently act in ways that align to personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this
understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they apply insights into human behavior to change others' actions, attitudes, and/or beliefs. They recognize the
near-term and long-term effects that management’s actions and attitudes can have on productivity, morale, and organizational culture.
Competencies
- (CRP-09.01) Managing information
- (CRP-09.02) Managing respectfully through listening
- (CRP-09.03) Managing through communication
- (CRP-09.04) Managing through insight
- (CRP-09.05) Managing through inspiration
- (CRP-09.06) Managing with integrity
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.09.01
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing information
CRP-HS.09.01 Manage the flow of information from a wide variety of sources.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Is able to apply large amounts of quality information from a variety of sources to make decisions and/or conclusions.
|
| |
| 3.0 |
- Is able to collect and apply large amounts of quality information from a variety of sources.
|
| |
| 2.0 |
- Accesses only one or two sources of information with some application.
|
| |
| 1.0 |
- Is not able to apply quality information.
|
| |
|
|
CRP-HS.09.02
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing respectfully through listening
CRP-HS.09.02 Collaborate and cooperate effectively with teams.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- Listens to other points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas.
|
| |
| 2.0 |
- Sometimes listens to others, and often assumes others’ ideas will not work; tries to work well with the team.
|
| |
| 1.0 |
- 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.
|
| |
|
|
CRP-HS.09.03
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing through communication
CRP-HS.09.03 Use interpersonal and problem-solving skills to influence and guide others toward a goal.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively communicates and motivates others to solve group problems while accomplishing a goal.
|
| |
| 3.0 |
- Effectively communicates and motivates others to work toward a goal.
|
| |
| 2.0 |
- Attempts to work with others to reach a goal, but fails to communicate effectively to solve a problem or motivate others.
|
| |
| 1.0 |
- Shows no sign of interest in achieving a goal.
|
| |
|
|
CRP-HS.09.04
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing through insight
CRP-HS.09.04 Leverage the strengths of others to accomplish a common goal.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently encourages and motivates others to use their strengths to contribute to and achieve a common goal.
|
| |
| 3.0 |
- Encourages others to use their strengths to contribute to and achieve a common goal.
|
| |
| 2.0 |
- Shows limited encouragement to others in achieving a common goal.
|
| |
| 1.0 |
- Is negative towards others in achieving a common goal.
|
| |
|
|
CRP-HS.09.05
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing through inspiration
CRP-HS.09.05 Inspire others to reach their very best via example and selflessness.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Sets aside personal needs and inspires others to perform to their best abilities no matter the obstacles or considering their own success.
|
| |
| 3.0 |
- Provides inspiration by demonstrating to others to perform at their best abilities no matter the obstacles before them.
|
| |
| 2.0 |
- Sometimes inspires others to perform at their best abilities but sometimes allows selfish needs to take precedent.
|
| |
| 1.0 |
|
| |
|
|
CRP-HS.09.06
|
Career Ready Practice [CRP] Standard
[CRP-09]: Leadership / Management
Model Integrity, Ethical Leadership, and Effective Management
Managing with integrity
CRP-HS.09.06 Demonstrate integrity and ethical behavior in using influence and power.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- When in a position of power, behaves ethically and with integrity to motivate others to work to their full potential.
|
| |
| 3.0 |
- Does not abuse their leadership position to benefit themselves by being ethical and demonstrating integrity.
|
| |
| 2.0 |
- At times puts personal needs first and does not apply ethics and integrity to their decisions or actions.
|
| |
| 1.0 |
- When in position of power, shows no signs of integrity or ethical behavior.
|
| |
|
|
CRP-HS.10
Career Ready Practices
CRP-10: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals.
|
Description
Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective
regarding the pathways available to them and the time, effort, experience, and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize
that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
Competencies
- (CRP-10.01) Goal oriented
- (CRP-10.02) Realistic goal-setting
- (CRP-10.03) Understanding process
- (CRP-10.04) Balancing goals
- (CRP-10.05) Mastery education
- (CRP-10.06) Professional advancement
- (CRP-10.07) Lifelong learning
- (CRP-10.08) Creating life-plans
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.10.01
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Goal oriented
CRP-HS.10.01 Set and meet goals.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Goals and strategies are defined as specific measurable goals and strategies were detailed.
|
| |
| 3.0 |
- Goals and strategies are defined and met.
|
| |
| 2.0 |
- Goals and strategies are defined but not met.
|
| |
| 1.0 |
- Goals and strategies are incomplete.
|
| |
|
|
CRP-HS.10.02
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Realistic goal-setting
CRP-HS.10.02 Set goals with tangible and intangible success criteria.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Sets goals with tangible and intangible success criteria in a variety of conditions.
|
| |
| 3.0 |
- Sets goals with tangible and intangible success criteria.
|
| |
| 2.0 |
- Attempts to set goals with tangible and intangible success criteria.
|
| |
| 1.0 |
- Rarely sets goals with tangible success criteria.
|
| |
|
|
CRP-HS.10.03
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Understanding process
CRP-HS.10.03 View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- Understands the importance of attempting/experimenting is an important part of the path to success, including failed attempts.
|
| |
| 2.0 |
- 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.
|
| |
| 1.0 |
- Does not understand how failed attempts are part of the process that leads to success.
|
| |
|
|
CRP-HS.10.04
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Balancing goals
CRP-HS.10.04 Balance short-term and long-term goals.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Balances short-term and long-term goals in various areas of work/school.
|
| |
| 3.0 |
- Balances short-term and long-term goals.
|
| |
| 2.0 |
- Attempts to balance short-term and long-term goals.
|
| |
| 1.0 |
- Attempts to balance short-term or long-term goals, but without much success.
|
| |
|
|
CRP-HS.10.05
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Mastery education
CRP-HS.10.05 Goes beyond basic mastery of skills and/or curriculum to explore and expand one's own learning and opportunities to gain expertise.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- Grasps mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.
|
| |
| 2.0 |
- Attempts to go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.
|
| |
| 1.0 |
- Attempts to go beyond basic mastery of skills and/or curriculum, but does not explore or expand learning opportunities to gain expertise.
|
| |
|
|
CRP-HS.10.06
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Professional advancement
CRP-HS.10.06 Demonstrate initiative to advance skill levels towards a professional level.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Demonstrates initiative to advance skill levels towards a professional level in various aspects of work/school.
|
| |
| 3.0 |
- Demonstrates initiative to advance skill levels towards a professional level.
|
| |
| 2.0 |
- Attempts to demonstrate initiative to advance skill levels towards a professional level.
|
| |
| 1.0 |
- Attempts to demonstrate initiative to advance skill levels, but not on a personal level.
|
| |
|
|
CRP-HS.10.07
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Lifelong learning
CRP-HS.10.07 Demonstrate commitment to learning as a lifelong process.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Demonstrates commitment to learning as a lifelong process in most all areas of work/school.
|
| |
| 3.0 |
- Demonstrates commitment to learning as a lifelong process.
|
| |
| 2.0 |
- Attempts to demonstrate commitment to learning as a lifelong process.
|
| |
| 1.0 |
- Attempts to demonstrate commitment to learning, but not as a lifelong process.
|
| |
|
|
CRP-HS.10.08
|
Career Ready Practice [CRP] Standard
[CRP-10]: Goals / Plans
Plan Education and Career Path Aligned to Personal Goals
Creating life-plans
CRP-HS.10.08 Prioritize, plan, and manage work and life to achieve the intended result.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- A plan was determined and managed effectively.
|
| |
| 2.0 |
- A goal plan is created, but does not include details regarding how the goals will be prioritized and/or managed.
|
| |
| 1.0 |
|
| |
|
|
CRP-HS.11
Career Ready Practices
CRP-11: Technology
Use Technology to Enhance Productivity.
|
Description
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring and using new technology, being proficient with ubiquitous
technology applications. They understand the inherent risks, personal and organizational, of technology applications, and they take actions to prevent or mitigate these risks.
Competencies
- (CRP-11.01) Technology for research
- (CRP-11.02) Technology for presentation
- (CRP-11.03) Ethical technology usage
- (CRP-11.04) Legal technology usage
- (CRP-11.05) Managing and distributing technology
- (CRP-11.06) Influence of technology and intent
- (CRP-11.07) Technology as communication
- (CRP-11.08) Technology as Connection
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.11.01
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Technology for research
CRP-HS.11.01 Use technology as a tool to research, organize, evaluate, and communicate information.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively and consistently applies the use and understanding of technology as a tool for learning and communicating the learning.
|
| |
| 3.0 |
- When collecting, organizing, evaluating, and communicating research, technology is effectively utilized.
|
| |
| 2.0 |
- Uses technology to collect, organize, evaluate, and/or communicate information, but does not do so on a consistent basis.
|
| |
| 1.0 |
- Does not use technology effectively to collect, organize, evaluate, and/or communicate information.
|
| |
|
|
CRP-HS.11.02
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Technology for presentation
CRP-HS.11.02 Utilize multiple media and technologies, and know how to judge their effectiveness as well as assess their impact.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Works creatively to craft a comprehensive product using multiple media and technologies and thoughtfully reflects on the effectiveness and impact of the product.
|
| |
| 3.0 |
- Crafts a product using multiple media and technologies and reflects on the effectiveness and impact of the product.
|
| |
| 2.0 |
- Crafts a product using multiple media and technologies but does not effectively reflect on the effectiveness and impact of the product.
|
| |
| 1.0 |
- 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.
|
| |
|
|
CRP-HS.11.03
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Ethical technology usage
CRP-HS.11.03 Understand the ethical issues surrounding the access and use of information.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently accesses and uses information ethically.
|
| |
| 3.0 |
- Understands the ethical limitations when accessing and using information.
|
| |
| 2.0 |
- Understands there is a need for ethical limitations.
|
| |
| 1.0 |
- Does not understand the need for ethics in regards to information literacy.
|
| |
|
|
CRP-HS.11.04
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Legal technology usage
CRP-HS.11.04 Apply a fundamental understanding of the legal issues surrounding use of media.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Uses various forms of media with a full understanding of appropriate use from both an ethical and legal standpoint.
|
| |
| 3.0 |
- Uses a form of media both legally and ethically.
|
| |
| 2.0 |
- Uses media but does not always understand the legal issues in its use.
|
| |
| 1.0 |
- Uses media but does not have a regard to legal use of it.
|
| |
|
|
CRP-HS.11.05
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Managing and distributing technology
CRP-HS.11.05 Understand the public access and use of technological equipment and information technology.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Correctly manages and distributes data researched and applied from information technology ethically and legally.
|
| |
| 3.0 |
- Manages and distributes data researched and applied from information technology ethically and legally.
|
| |
| 2.0 |
- Uses information technology, but does not completely understand the ethical and legal obligations of accessing and distributing.
|
| |
| 1.0 |
- Uses information technology, but disregards ethical and legal obligations on its distribution.
|
| |
|
|
CRP-HS.11.06
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Influence of technology and intent
CRP-HS.11.06 Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Understands and creates media that influences beliefs and behaviors, while considering diverse values and points of view in interpreting messages.
|
| |
| 3.0 |
- Explores how media can influence beliefs and behaviors, while considering diverse values and points of view in interpreting messages.
|
| |
| 2.0 |
- Explores how media can influence beliefs and behaviors, but does not acknowledge diverse values and points of view.
|
| |
| 1.0 |
- Does not understand the power of media in relationship to beliefs and behaviors in relation to interpreting a message.
|
| |
|
|
CRP-HS.11.07
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Technology as communication
CRP-HS.11.07 Understand and utilize the most appropriate media creation tools, characteristics, and conventions.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Creates products using innovative digital tools to compose, illustrate, and communicate original ideas or research.
|
| |
| 3.0 |
- Creates products using digital tools to compose, illustrate, and communicate information.
|
| |
| 2.0 |
- Attempts to create a product using digital tools to compose, illustrate, and communicate information but does not complete.
|
| |
| 1.0 |
- Does not attempt or does not understand how to utilize digital tools.
|
| |
|
|
CRP-HS.11.08
|
Career Ready Practice [CRP] Standard
[CRP-11]: Technology
Use Technology to Enhance Productivity
Technology as connection
CRP-HS.11.08 Use digital technologies, communication/networking tools, and social networks appropriately to access, manage, integrate, evaluate, and create information to successfully function in a knowledge economy.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Effectively and consistently uses technology, communication, and relationships to successfully operate in a knowledge economy (creating, evaluating, and trading knowledge).
|
| |
| 3.0 |
- 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).
|
| |
| 2.0 |
- 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).
|
| |
| 1.0 |
- Does not utilize technology to communicate and connect with others effectively.
|
| |
|
|
CRP-HS.12
Career Ready Practices
CRP-12: Teamwork
Work Productively in Teams While Using Cultural/Global Competence.
|
Description
Career-ready individuals positively contribute to every team whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution
of all team members. They plan and facilitate effective team meetings.
Competencies
- (CRP-12.01) Engaging actively and respectfully
- (CRP-12.02) Respecting other ideas
- (CRP-12.03) Listening well
- (CRP-12.04) Sharing and supporting
- (CRP-12.05) Open to compromise
- (CRP-12.06) Participating
- (CRP-12.07) Balancing all views
- (CRP-12.08) Understanding culture
- (CRP-12.09) Understanding the larger community
Calculation of the Standard
Standards are larger groups of related benchmarks. So the Standard Grade is a calculation of all the related competencies. So click on the competencies name below each Standard to access the learning targets and proficiency scales for each Standard's related benchmarks.
|
|
CRP-HS.12.01
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Engaging actively and respectfully
CRP-HS.12.01 Participate actively, as well as be reliable and punctual.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently provides useful ideas when participating in the group and in classroom discussion, is reliable, and always punctual.
|
| |
| 3.0 |
- Provides useful ideas when participating in the group and in classroom discussion, is reliable, and punctual.
|
| |
| 2.0 |
- Sometimes participates in group and classroom discussions.
- Is not always on time or reliable.
|
| |
| 1.0 |
- Does not participate in group or classroom discussion.
- Cannot be counted on and is consistently late.
|
| |
|
|
CRP-HS.12.02
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Respecting other ideas
CRP-HS.12.02 Collaborate and cooperate effectively with teams.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- 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.
|
| |
| 3.0 |
- Listens to other' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas.
|
| |
| 2.0 |
- Sometimes listens to others, and often assumes others’ ideas will not work; tries to work well with the team.
|
| |
| 1.0 |
- Is argumentative with others; does not listen to groups opinions and ideas; wants things done their way and does not listen to alternate approaches.
|
| |
|
|
CRP-HS.12.03
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Listening well
CRP-HS.12.03 Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Consistently and thoroughly listen to diverse views and incorporates in work.
|
| |
| 3.0 |
- Listens to diverse views and incorporates in work.
|
| |
| 2.0 |
- Listens to diverse views but does not effectively incorporate in work.
|
| |
| 1.0 |
- Does not listen to other views.
|
| |
|
|
CRP-HS.12.04
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Sharing and supporting
CRP-HS.12.04 Demonstrate ability to work effectively and respectfully with diverse teams.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- All statements, responses, and body language are respectful and appropriate. Always listens to, shares with, and supports the efforts of others.
|
| |
| 3.0 |
- Listens to, shares with, and supports others. Statements and responses are respectful and appropriate body language is exhibited.
|
| |
| 2.0 |
- 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.
|
| |
| 1.0 |
- Statements, responses, and/or body language are consistently not respectful. Rarely listens to, shares with, and supports the efforts of others.
|
| |
|
|
CRP-HS.12.05
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Open to compromise
CRP-HS.12.05 Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
|
Proficiency Scale
| Score |
Description
|
| 4.0 |
- Always demonstrates compromise, allowing the group to meet its full potential.
|
| |
| 3.0 |
- Is willing to compromise with group to accomplish a common goal.
|
| |
| 2.0 |
- Attempts to compromise with group to accomplish a common goal, but sometimes interferes group from meeting its full potential.
|
| |
| 1.0 |
- Typically does not compromise with group to accomplish a common goal, and often interferes with group from meeting its full potential.
|
| |
|
|
CRP-HS.12.06
|
Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Participating
CRP-HS.12.06 Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Motivates all members to share in contributions equally by valuing all members' ideas and contributions.
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| 3.0 |
- Participates and contributes to group's work equally. Values all members' ideas and contributions.
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| 2.0 |
- Attempts to share responsibility of group's work, but ends up completing little of the work, by disregarding the input of others in group.
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| 1.0 |
- Does very little of the group's work and does not share or respect others' ideas.
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CRP-HS.12.07
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Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Balancing all views
CRP-HS.12.07 Understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Understands, negotiates, and balances diverse views and beliefs to reach workable solutions, particularly in multi-cultural environments in many situations.
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| 3.0 |
- Understands, negotiates, and balances diverse views and beliefs to reach workable solutions, particularly in multicultural environments.
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| 2.0 |
- Attempts to understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in mono-cultural environments.
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| 1.0 |
- Rarely attempts to understand, negotiate, and balance diverse views and beliefs to reach workable solutions, especially not in multi-cultural environments.
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CRP-HS.12.08
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Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Understanding culture
CRP-HS.12.08 Respect cultural differences and works effectively with people from a range of social and cultural backgrounds.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Always respects, interacts, and works positively with individuals from other social and cultural groups and seeks opportunities to learn from diverse perspectives.
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| 3.0 |
- Respects, interacts, and works positively with individuals from other social and cultural groups.
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| 2.0 |
- With guidance, can generally respect, interact, and work positively with individuals from other social and cultural groups.
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| 1.0 |
- Exhibits no respect, poor interaction, and an inability to work positively with individuals from other social or cultural groups.
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CRP-HS.12.09
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Career Ready Practice [CRP] Standard
[CRP-12]: Teamwork
Work Productively in Teams While Using Cultural/Global Competence
Understanding the larger community
CRP-HS.12.09 Act responsibly with the interests of the larger community in mind.
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Proficiency Scale
| Score |
Description
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| 4.0 |
- Is an integral part of a community organization or event and thoughtfully reflects on the importance of their involvement within the community.
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| 3.0 |
- Contributes to a community organization or event and reflects on the importance of their involvement within the community.
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| 2.0 |
- Participates in, but does not contribute to, community organization or event and attempts to reflect on their involvement within the community.
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| 1.0 |
- Does not contribute to a community organization or event nor reflects on the importance of involvement within the community.
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