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Rubric
Competency Progression Rubric Competency-first rubric
Category
Learning Goal
Emerging
Developing
Proficient
Applying
Self-Advocacy
Identifying allies
  • I can identify the people who will have an impact on the outcome of my work.


Project-specific:
  • I am beginning to recognize people who can support me in understanding my identity and values
  • I can name one or two individuals who might help me with this challenge and explain why they could be helpful
  • I can identify the people who will have an impact on the outcome of my work and articulate their goals.


Project-specific:
  • I can identify some people who may influence the outcome of my work and begin to understand what their goals might be, showing an initial awareness of how to connect with potential allies
  • I clearly communicate to relevant stakeholders about a situation I’m in, and ask for the support I need.


Project-specific:
  • I can effectively communicate my situation and needs to others, identifying and reaching out to people who can support me, while demonstrating a clear understanding of how their help can contribute to resolving the challenge of understanding my identity and community role
  • I clearly communicate to relevant stakeholders about a situation I’m in, and make a compelling case to receive the support I need.


Project-specific:
  • I can confidently communicate my understanding of my identity, values, and emotions to classmates and teachers, making a compelling case for the support I need to grow personally and contribute positively to our school community
Governments
Public policy
  • I can give examples of different instances where governments have established policies that had intended and unintended outcomes.


Project-specific:
  • I can recognize situations where a government policy affected people, and I can describe what the policy was meant to do and what actually happened as a result
  • I can describe the intended and unintended outcomes of different past government policies and how they might have been implemented differently to improve outcomes.


Project-specific:
  • I can recognize and describe some intended and unintended outcomes of past government policies, using examples from my research, and suggest basic ideas on how they might have been implemented differently
  • I evaluate current public policies in terms of intended and unintended outcomes and related consequences.


Project-specific:
  • I can thoughtfully evaluate existing public policies by considering both their intended and unintended outcomes, using examples and evidence from my research to explain how these policies impact individuals and communities
  • I construct compelling arguments regarding the details of how various types of public policies should be developed to achieve optimal outcomes.


Project-specific:
  • I can create a detailed argument about how different public policies should be developed to address local, regional, or global issues, demonstrating a deep understanding of the strategies and potential outcomes by using data, case studies, and personal insights to support my position
Politics
Influencing government
  • I can describe the differences between types of governmental, social, non-profit, and legal structures and give examples.


Project-specific:
  • I can identify and describe different types of governmental, social, non-profit, and legal structures by providing clear examples from my community or research, showing how these structures influence decisions and actions
  • I can analyze how people use, interact with, and seek to change governmental, social, and legal structures.


Project-specific:
  • I can demonstrate a developing ability to explore how people interact with governmental and social structures by identifying examples of how individuals or groups have successfully influenced change and discussing these examples with my peers
  • I analyze mechanisms within governmental, social, and legal structures to identify where one could apply pressure to create change, and create associated plans and strategies.


Project-specific:
  • I can effectively identify key mechanisms within government structures where I might apply pressure to create change and begin to formulate plans and strategies for influencing outcomes, demonstrating a clear understanding of the cause-and-effect relationships involved
  • I identify and practice exploiting mechanisms within governmental and other social structures where I am able to apply pressure to create change.


Project-specific:
  • I can confidently identify and utilize specific strategies to effectively influence government policies and social structures, applying pressure where needed to advocate for change that aligns with my values and strengthens my school community