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AAA Template

SUBJECT AREA (XXX) Targeted standards
Standard 1: TYPESTANDARD
TYPEAOS

IDENTIFIER TYPE STANDARD HERE

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


L

LTS-MS.IAI.01

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Inquire)

LTS-MS.IAI.01 Identify a problem or need using current knowledge as context for new learning.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.02

 

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Inquire)

LTS-MS.IAI.02 Develop questions based on a problem or need.

Student Learning Targets:

Knowledge Targets

  • I can identify the 5 W's.
  • I can understand what an essential question is.

Reasoning Targets

  • I can analyze information to form essential questions.
  • I can compare and contrast information to form essential questions.

Skills (Performance) Targets

  • I can develop essential questions based on a problem or need.

Product Targets

  • I can create products that demonstrate what an essential question is.
Rubric - Resources

 


LTS-MS.IAI.03

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.03 Select most appropriate library print, digital, and subscription resources from a known list.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.04

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.04 Use basic search strategies with limiters* to locate resources.

Student Learning Targets:

Knowledge Targets

  • I can identify and choose the keywords that describe the important concepts.
  • I can choose which search strategies apply.

Reasoning Targets

  • I can determine the keywords and synonyms needed to locate resources.
  • I can distinguish between operators to perform sucessul search.

Skills (Performance) Targets

  • I can perform a successful search using search strategies.
  • I can reevaluate the search process if initial search is not successful.

Product Targets

  • I can produce appropriate resources from search strategies.

Performance Scale

Resources

Web
  •  site
Vocab
 a  b  c  f

LTS-MS.IAI.05

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Access)

LTS-MS.IAI.05 Retrieve identified information resources with some adult guidance.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.06

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Evaluate Information)

LTS-MS.IAI.06 Evaluate information found within selected resources on the basis of accuracy, currency, reasonableness, appropriateness, credibility, and detail.

Student Learning Targets:

Reasoning Targets

 I can evaluate and select reliable information online.

Proficiency Scale

 

 

0.5

1

2

3

4

Student did not identify any of the criteria for evaluating a website.

Student correctly identified 1 or 2 of the 4 criteria for evaluating a website:  domain/detail, authority, relevancy, and currency.

Student correctly identified 3 of the 4 criteria for evaluating a website:  domain/detail, authority, relevancy, and currency.

Student correctly identified the 4 criteria for evaluating a website: domain/detail, authority, relevancy, and currency.

Prior to instruction, student can independently and accurately evaluate an Internet source.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.IAI.07

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Evaluate)

LTS-MS.IAI.07 Modify and implement new search strategies based on information gaps.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.08

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Develop and Share)

LTS-MS.IAI.08 Interpret information and apply new knowledge to real world situations.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.09

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Organize Information)

LTS-MS.IAI.09 Organize and analyze information using technology and other tools.

Student Learning Targets:

 Skills (Performance) Targets

  • I can organize information using technology.

Proficiency Scale

Score   Description:

LTS-MS.IAI.09 Organize and analyze information using technology and other tools.

LTS-MS-IAI.10 Collaborate with others to exchange ideas and develop new understandings.

Sample Activity
4.0
  • Student independently demonstrated attention to detail when organizing and analyzing information.

-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
  • Project was neatly organized and laid out sequentially. (IAI.09)
  • Student gave constructive and specific feedback in a manner that was well-received. Student responded appropriately to feedback. (IAI.10)

-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
  • Project was neatly organized. However some information is not easy to find or out of sequence. (IAI.09)
  • Student gave feedback, but it was not specific. Student responded appropriately to feedback most of the time. (IAI.10)

-
  1.5  The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
  • Project was disorganized and some information is not easy to find or out of sequence. (IAI.09)
  • Student did not give constructive or specific feedback. Student responded negatively to feedback. (IAI.10)

-
  0.5
  • Project was disorganized and a majority of information is not easy to find or out of sequence. (IAI.09)
  • No attempt was made to give or receive feedback. (IAI.10)

    -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.IAI.10

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Organize Information)

LTS-MS.IAI.10 Collaborate with others to exchange ideas and develop new understandings.

 

Student Learning Targets for 6th Digital Literacy:

 

Skills (Performance) Targets

  • I can collaborate through peer feedback to exchange ideas and develop new understandings.

Proficiency Scale for 6th Digital Literacy:

Score   Description:

Standards: LTS-MS.IAI.09 Organize and analyze information using technology and other tools.

LTS-MS-IAI.10 Collaborate with others to exchange ideas and develop new understandings.

Sample Activity
4.0
  • Student justified feedback through descriptive explanations.

-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
  • Project was neatly organized and laid out sequentially. (IAI.09)
  • Student gave constructive and specific feedback in a manner that was well-received. Student responded appropriately to feedback. (IAI.10)

-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
  • Project was neatly organized. However some information is not easy to find or out of sequence. (IAI.09)
  • Student gave feedback, but it was not specific. Student responded appropriately to feedback most of the time. (IAI.10)

-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
  • Project was disorganized and some information is not easy to find or out of sequence. (IAI.09)
  • Student did not give constructive or specific feedback. Student responded negatively to feedback. (IAI.10)

-
  0.5
  • Project was disorganized and a majority of information is not easy to find or out of sequence. (IAI.09)
  • No attempt was made to give or receive feedback. (IAI.10)

    -

Resources

Websites

  • Add resources with links, youtube or PDF

 

Student Learning Targets for 8th Communications:

Reasoning Targets

  • I can change my ideas or defend my stance based on the evidence.
  • I can reflect on my strengths and weaknesses.

Skills (Performance) Targets

  • I can give and receive constructive and specific feedback.
  • I can follow agreed upon norms for discussions.
  • assist others as needed.

Product Targets

  • I can provide significant contribution to my group.

 

Proficiency Scale for 8th Communications:

Click HERE to view proficiency scale.

 


LTS-MS.IAI.11

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Develop and Share)

LTS-MS.IAI.11 Explain how information and ideas support a decision or solution.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.IAI.12

Middle School Computer Literacy Targeted Standards
Strand 01: Information and Inquiry (Cluster: Develop and Share)

LTS-MS.IAI.12 Evaluate and reflect on the inquiry process using assessment techniques.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.01

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)

LTS-MS.MTL.01 Define and use grade-appropriate media and technology terminology in context.

Rubric - Resources

 

Student Learning Targets:

Knowledge Targets

  • *I can compare and contrast two or more applications and describe which will best accomplish a task.
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Q22

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 Student compared and contrasted an application of his/her choice in addition to the teacher provided list in order to describe which will best accomplish a task. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 Student compared and contrasted two or more teacher provided applications in order to describe which will best accomplish a task. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 Student only compared or contrasted two or more teacher provided applications in order to describe which will best accomplish a task.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 Student did not compare or contrast two or more teacher provided applications in order to describe which will best accomplish a task. -
  0.5 Teacher selected application to accomplish a task.

Resources

Websites


LTS-MS.MTL.02

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)

LTS-MS.MTL.02 Select the appropriate technology to accomplish a goal.

Student Learning Targets:

  • I can compare and contrast two or more applications and describe which will best accomplish a task.

Rubric - Resources

Proficiency Scale

Click here for proficiency scale

Resources

Websites

Vocabulary


LTS-MS.MTL.03

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)

LTS-MS.MTL.03 Perform grade-appropriate operations using technology to accomplish a goal..

Student Learning Targets:

Skills (Performance) Targets

  • *I can use the features of an application to accomplish a task.

 

Proficiency Scale

 

0.5

1

2

3

4

Student appropriately used none of the targeted features of an application to complete a task.

Student appropriately used a few of the targeted features of an application to complete a task.

Student appropriately used some of the targeted features of an application to complete a task.

Student appropriately used targeted features of an application to complete a task.

Student appropriately used targeted and additional features of an application to complete a task.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.MTL.04

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)

LTS-MS.MTL.04 Use a variety of strategies to troubleshoot systems and applications with guidance.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.05

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Technology Operations)

LTS-MS.MTL.05 Adapt current knowledge to the learning of new Technologies.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.06

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)

LTS-MS.MTL.06 Adapt current knowledge to generate new ideas, products, or processes.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.07

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)

LTS-MS.MTL.07 Create unique products and processes by selecting digital resources, tools, and formats for a real-world task.

Student Learning Targets:

Products Targets

  • I can create an original work.

Proficiency Scale

 

0.5

1

2

3

4

Student did not create a product and/or process.

Product and/or process is not considered unique.

Student created a somewhat unique product and/or process by meeting teacher and/or student criteria.

Student created a unique product and/or process by meeting teacher and/or student criteria.

Student created a unique product and/or process by exceeding teacher and/or student criteria.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

 


LTS-MS.MTL.08

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)

LTS-MS.MTL.08 Use models and simulations to investigate and explain systems and issues.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.09

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Creative and Innovative Processes and Products)

LTS-MS.MTL.09 Investigate past, present, and future technology trends and forecast possibilities.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.MTL.10

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Communication and Collaboration)

LTS-MS.MTL.10 Use technology to participate and collaborate as a member of a social and intellectual network of learners.

Student Learning Targets:

Knowledge Targets

  • I can interact, collaborate, and publish with peers using a variety of technologies.

Rubric - Resources

 

Proficiency Scale

 

0.5

1

2

3

4

Student did not use technology to collaborate or share information.

 

 

Student used technology to collaborate and share information, not all communication was specific to the project. When necessary, student did not formally word electronic communication.

Student used technology to collaborate and share information, not all communication was specific to the project. When necessary, student formally worded electronic communication.

Student used technology to collaborate and share information specific to the project. When necessary, student formally worded electronic communication.

Student initiated collaboration with peers and/or experts in addition to assigned projects.

 


LTS-MS.MTL.11

Middle School Computer Literacy Targeted Standards
Strand 02: Media and Technology Literacy (Cluster: Communication and Collaboration)

LTS-MS.MTL.11 Use technology to gather and share information with a variety of audiences in ways that others can view, use, and assess.

Student Learning Targets:

Product Targets

  • I can communicate information and ideas effectively using a variety of technologies.
  • I can communicate ideas through kind, specific, and helpful feedback

Proficiency Scale

 I can communicate information and ideas effectively using a variety of technologies.

0.5

1

2

3

4

Student failed to communicate information and ideas related to the topic.

Student communicated information and ideas related to the topic, but not in a clear and focused manner.

Student communicated information and ideas related to the topic, but in a somewhat clear and focused manner.

Student communicated information and ideas in a clear and focused manner.

Student took the initiative to communicate information and ideas in a new manner outside of the classroom.

 

 

I can communicate ideas through kind, specific, and helpful feedback

0.5

1

2

3

4

No attempt was made to give feedback.

Student gave kind, helpful, and specific feedback, but it did not help his/her peer add to the improvement of the work.

Student gave kind and helpful feedback, but it was not specific.

Student gave kind, helpful, and specific feedback.

Student gave kind, helpful, and specific feedback. Student justified feedback through descriptive explanations.


LTS-MS.PLG.01

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Learning Communities)

LTS-MS.PLG.01 Develop cultural understanding and global awareness by engaging with people of other cultures.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.PLG.02

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Learning Communities)

LTS-MS.PLG.02 Use tools to seek out different perspectives to inform thinking and decision-making.

Student Learning Targets:

Knowledge Targets

  • I can collect feedback using technology or other appropriate methods.
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Rubric - Resources


LTS-MS.PLG.03

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Learning Communities)

LTS-MS.PLG.03 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

Student Learning Targets:

Knowledge Targets

  • I can identify appropriate formal and informal presentation tools.

Reasoning Targets

  • I can blend formal and informal presentation tools based on a given task.

Skills (Performance) Targets

  • I can demonstrate formal and informal presentation tools based on a given task.

Product Targets

  • I can construct a product with both fomal and informal tools integrated.
Rubric - Resources

LTS-MS.PLG.04

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.04 Demonstrate appreciation and self- motivation as a reader by seeking information for personal learning and enjoyment.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.PLG.05

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.05 Identify and respond to a variety of genres, formats, and authors of literature.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.PLG.06

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.06 Read widely and fluently to make connections with self, the world, and previous learning.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.PLG.07

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.07 Transfer current knowledge to new learning.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.PLG.08

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.08 Display curiosity by pursuing interests through multiple resources.

Student Learning Targets:

Knowledge Targets

  • I can identify various sources for a given task.
  • I can label ?? various forms of resources

Reasoning Targets

  • I can evaluate sites based on project criteria?
  • I can classify various forms of resources?

Skills (Performance) Targets

  • I can assemble a variety of tools for a given task
  • I can demonstrate a variety of resources for a given task.

Product Targets

  • I can produce a product with various forms of media
  • I can create a product using various forms of resources?
Rubric - Resources

LTS-MS.PLG.09

Middle School Computer Literacy Targeted Standards
Strand 03: Personal Learning and Growth (Cluster: Reading, Listening, and Viewing for Life-Long Learning)

LTS-MS.PLG.09 Determine and select materials appropriate to personal abilities and interests.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.RU.01

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Intellectual Property)

LTS-MS.RU.01 Explain and follow copyright* guidelines.

Student Learning Targets:

 I can explain how and when I can use creative works that are protected by copyright, creative works that are in the creative commons, and creative works that are in the public domain.

 

Rubric - Resources

0.5

1

2

3

4

Student could not identify how and when they can use creative works.

Student identified how and when they can use creative works in 1 out of 3 situations: copyright, creative commons, and public domain.

Student identified how and when they can use creative works in 2 out of 3 situations: copyright, creative commons, and public domain.

Student identified how and when they can use creative works that are protected by copyright, creative works in the creative commons, and creative works in the public domain.

Prior to instruction, student identified how and when they can use creative works that are protected by copyright, creative works in the creative commons, and creative works in the public domain.


LTS-MS.RU.02

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Intellectual Property)

LTS-MS.RU.02 Identify when citation or permission is needed to use the intellectual property of others.

Student Learning Targets:

Knowledge Targets

  • I can locate creative works online (images, videos, music, etc.) that I have permission to use.
  • I can cite sources.

Rubric - Resources

 

Proficiency Scale

  • I can locate creative works online (images, videos, music, etc.) that I have permission to use.

 

0.5

1

2

3

4

Student only used the search engine results to locate a creative work.

Student could not locate a creative work online that he/she has permission to use.

Student located a creative work online that he/she has permission to use, but could not explain why he/she has permission to use it.

Student located a creative work online that he/she has permission to use and could explain why he/she has permission to use it.

Prior to instruction, Student located a creative work online that he/she has permission to use and could explain why he/she has permission to use it.

 

  • I can cite sources.

0.5

1

2

3

4

1 or more citations were missing or student cited each source with an average of 4 or more errors per citation.

Student cited each source with no more than an average of 3 errors per citation.

Student properly cited each source with no more than an average of 2 errors per citation.

Student properly cited each source with no more than 1 error per citation.

Student properly cited each source with no errors.


LTS-MS.RU.03

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Intellectual Property)

LTS-MS.RU.03 Practice strategies to avoid plagiarism* and discuss the personal consequences of plagiarizing the work of others.

Student Learning Targets:

Reasoning Targets

  • I can define, give an example, and describe a consequence of plagiarism

Proficiency Scale

 

0.5

1

2

3

4

Student could not do any of the following: accurately define plagiarism, give an example of plagiarism, or describe a consequence of plagiarism.

Student correctly did 1 of the following: accurately defined plagiarism, gave an example of plagiarism, or described a consequence of plagiarism.

Student correctly did 2 of the following: accurately defined plagiarism, gave an example of plagiarism, or described a consequence of plagiarism.

Student accurately defined plagiarism, gave an example of plagiarism, and described a consequence of plagiarism.

Prior to instruction, student accurately defined plagiarism, gave an example of plagiarism, and described a consequence of plagiarism.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.RU.04

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Responsible Use)

LTS-MS.RU.04 Demonstrate respect for and proper use of materials and technology.

Student Learning Targets:

Knowledge Targets

  • I can demonstrate respect for and proper use of materials and technology.

Proficiency Scale

 

0.5

1

2

3

4

Student damaged or consistently misused technology.

Student did not demonstrate respect for or properly use technology in 3-4 or more instances.

Student did not demonstrate respect for or properly use technology in 1-2 instances.

Student consistently demonstrated respect for and properly used technology.

Student promoted respect for and proper use of technology.

 

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.RU.05

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Responsible Use)

LTS-MS.RU.05 Comply with Acceptable Use Policies*.

Student Learning Targets:

Knowledge Targets

  • I can summarize Acceptable Use Policies.
  • I can discuss basic issues related to responsible use of technology.

Reasoning Targets

  • I can predict personal consequences of inappropriate use.
  • I can analyze scenarios describing acceptable and unacceptable technology use.

Skills (Performance) Targets

  • I can observe Acceptable Use Policies.
  • I can transfer my knowledge of Acceptable Use Policies to real life scenarios.

Product Targets

  • I can design an informational product on the basic issues related to responsible use of technology.
  • I can create a product that demonstrates technology tools etiquette.

Rubric - Resources

Proficiency Scale

I can follow the district Responsible Use of Technology Policy

 

0.5

1

2

3

4

In 3 or more instances, student did not demonstrate behaviors in line with the district Responsible Use Policy.

In 2 instances, student did not demonstrate behaviors in line with the district Responsible Use Policy.

In 1 instance, student did not demonstrate behaviors in line with the district Responsible Use Policy.

Student consistently demonstrates behaviors in line with the district Responsible Use Policy.

In addition to a 3, student regularly promotes behaviors in line with the district Responsible Use Policy.

 


LTS-MS.RU.06

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Intellectual Property)

LTS-MS.RU.06 Identify personal acts of piracy* and discuss the possible consequences.

Student Learning Targets:

Knowledge Targets

  • I can define, give an example, and describe a consequence of piracy
Rubric - Resources

Proficiency Scale

 

0.5

1

2

3

4

Student could not do any of the following: accurately define piracy, give an example of piracy, or describe a consequence of piracy.

Student correctly did 1 of the following: accurately defined piracy, gave an example of piracy, or described a consequence of piracy.

Student correctly did 2 of the following: accurately defined piracy, gave an example of piracy, or described a consequence of piracy.

Student accurately defined piracy, gave an example of piracy, and described a consequence of piracy.

Prior to instruction, student accurately defined piracy, gave an example of piracy, and described a consequence of piracy.

 


LTS-MS.RU.07

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship and Safety)

LTS-MS.RU.07 Explain the past, present, and possible future impact of technology on society.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.RU.08

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship and Safety)

LTS-MS.RU.08 Discuss the principles of intellectual freedom*.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.RU.09

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.09 Determine and use appropriate digital etiquette* for a variety of situations.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can
Rubric - Resources

LTS-MS.RU.10

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.10 Practice safe and ethical behaviors in personal electronic communication and interaction.

Student Learning Targets:

Knowledge Targets

  • I can identify safe and ethical behaviors in personal electronic communication and interaction.

Proficiency Scale

Score  

Description:

Standard: LTS-MS.RU.10 Practice safe and ethical behaviors in personal electronic communication and interaction.

Sample Activity
4.0
  • Student promoted the safe and ethical behaviors in personal electronic communication and interaction.
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
  • Student identified safe and ethical behaviors in personal electronic communication and interaction.
-
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
  • Student identified a majority of the safe and ethical behaviors in personal electronic communication and interaction.
-
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
  • Student could not identify a majority of the safe and ethical behaviors in personal electronic communication and interaction.

-
  0.5
  • Student could not identify the safe and ethical behaviors in personal electronic communication and interaction.

    -

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


LTS-MS.RU.11

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.11 Apply safe practices for sharing personal information and explain the implications of unsafe practices.

Student Learning Targets:

Knowledge Targets

  • I can create, protect, and use strong passwords.
  • I can identify examples of personal information that can be shared online.
  • I can identify strategies to protect my digital footprint
  • I can describe how my digital footprint can impact my life now and in the future

Rubric - Resources

Proficiency Scale

I can create, protect, and use strong passwords.

 

0.5

1

2

3

4

Student created and uses a password that meets only 1 of the 4 criteria of a strong password.

Student created and uses a password that meets 2 of the 4 criteria of a strong password.

Student created and uses a password that meets 3 of the 4 criteria of a strong password.

Student created and uses a password that meets all 4 criteria of a strong password.

Prior to instruction, student correctly identified the 4 criteria of a strong password and student uses a password that meets the 4 criteria.

 

I can identify examples of personal information that can be shared online

0.5

1

2

3

4

Student did not identify any examples of personal information that can be shared online.

Student identified 1 example of personal information that can be shared online.

Student identified 2-3 examples of personal information that can be shared online.

Student identified all 4 examples of personal information that can be shared online.

Prior to instruction, student created a list of personal information that can be shared online.

 

I can identify strategies to protect my digital footprint

0.5

1

2

3

4

Student identified less than 2 of the 6 strategies for protecting his/her digital footprint.

Student identified 2-3 of the 6 strategies for protecting his/her digital footprint.

Student identified 4 of the 6 strategies for protecting his/her digital footprint.

Student identified 5 of the 6 strategies for protecting his/her digital footprint.

Prior to instruction, student was able to identify all 6 strategies for protecting his/her digital footprint.

 

I can describe how my digital footprint can impact my life now and in the future

0.5

1

2

3

4

Student could not describe how his/her digital footprint can impact his/her life.

Student described 2 ways that his/her digital footprint can impact his/her life now and/or in the future.

Student described 2 ways that his/her digital footprint can impact his/her life now and/or in the future.

Student described 3 ways that his/her digital footprint can impact his/her life now and/or in the future.

Prior to instruction, student described 3 ways that his/her digital footprint can impact his/her life now and/or in the future.


LTS-MS.RU.12

Middle School Computer Literacy Targeted Standards
Strand 04: Responsible Use of Information and Technology (Cluster: Digital Citizenship)

LTS-MS.RU.12 Promote cyberbullying awareness and apply prevention strategies.

Student Learning Targets:

Knowledge Targets

  • I can identify different strategies to prevent and stop cyberbullying.

Rubric - Resources

Proficiency Scale

 

0.5

1

2

3

4

Student did not identify any strategies to prevent and stop cyberbullying.

Student identified 1-2 strategies to prevent and stop cyberbullying.

Student identified 3-4 strategies to prevent and stop cyberbullying.

Student identified 5-7 strategies to prevent and stop cyberbullying.

Student applies one or more of the strategies to prevent and stop cyberbullying.

 



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