Core Academies Skills Progression Chart

Core Academies Skills Progression Chart
	Strategic Reading	Problem Solving	Research	Collaboration	Technology	Written and Oral Communication
Skill Mastery Objectives	Upon completion of the Core Academies, students will master a variety of reading and note-taking strategies for use with various texts.	Upon completion of the Core Academies, students will master a variety of problem identification and charting techniques	Upon completion of the Core Academies, students will demonstrate a working understanding of the research process	Upon completion of the Core Academies, students will collaborate on major projects with their peers and reflect upon this collaboration	Upon completion of the Core Academies, students will gain practice with Microsoft Office programs and explore the tenets of Digital Citizenship	Written Communication: Upon completion of the Core Academies, students will master essay organization and communicate critical ideas in essay form.	Oral Communication: Upon completion of the Core Academies, students will gain experience in presenting and discussing in front of a group

Focus Areas of Skill Development	1.Activating Background Knowledge/ Pre-reading 2.Questioning 3.Making Inferences/Connections 4.Visualizing 5.Determining Importance 6.Summarizing and Synthesizing Information 7. Self-Observation in Reading 8. Strategies for Analytical Reading	1. Explain a process 2. Explain cause and effect 3. Use inductive/deductive reasoning 4. Apply the scientific method 5. Create Graphic Organizers (Concept Maps, flow charts, timelines, etc.)	1. Academic Integrity 2. Citation 3. Access/Use databases in LMC 4. Identification of quality resources	1. Work productively in pairs and groups 2. Reflection on contribution to the group	1. Digital Citizenship 2. Word Processing 3. PowerPoint 4. Excel		1. Age-appropriate clear and concise verbalization/articulation 2. Appropriate topic 3. Incorporates PowerPoint

9th Grade Skill Development Pacing	• Term 1: 1.Activating Background Knowledge/ Pre-reading 2.Questioning • Term 2: 3.Making Inferences/Connections 4.Visualizing • Term 3: 5.Determining Importance 6.Summarizing and Synthesizing Information • Term 4: Self-Observation in Reading	Teachers will plan activities and assignments to incorporate opportunities for students practice these skills	• Term 1: Presentation(s) during ELA class in LMC regarding research and academic integrity. • Terms 2-4: Teachers will plan assignments to incorporate opportunities for students to research and practice citation guidelines. (Use Weymouth High School Research Manual for all student assignments)	• One major collaborative product per term, staggered across core disciplines. Sequence to be determined by individual teams. Sample sch edu le: • Term 1 – Math • Term 2 – ELA • Term 3 – Social Studies • Term 4 – Science • Rubric/score guide for products will include component to assess collaboration.	• Use Word to write and correctly format an essay • Use PowerPoint to create a presentation • Use Excel to create a chart and calculate data • Use Word, PowerPoint or Excel to create a graphic organizer	• Term 1: • Term 2-4: Written Assignments every term in each class that utilize the formatting and citation requirements of the Weymouth High School Research Manual	• One presentation product per term, staggered across core disciplines. Sequence to be determined by individual teams. Sample sch edu le: • Term 1 – ELA • Term 2 – Social Studies • Term 3 – Science • Term 4 – Math

Portfolio Product	Students will maintain reading notebooks in Science, History, and English and place an excerpt from each into their portfolio	The best student created graphic organizer for each major subject area will be included in the portfolio	• In their Social Studies course, students will complete five website reviews which evaluate each site’s quality and reliability. • Students will complete a research paper in their ELA course.	One collaborative project from each of the core disciplines (Math and Science projects should incorporate the use of Excel??)	Please see other skills	Best written assignment from each of the core disciplines (Four written assignments in Word)	PowerPoint presentation and presentation rubric

10th Grade Skill Development Pacing	• Semester 1 –Independent use of focus areas 1-7) • Semester 2 - Strategies for Analytical Reading	Teachers will plan activities and assignments to incorporate opportunities for students practice these skills	•Teachers will continue to plan assignments to incorporate opportunities for students to research and practice citation guidelines. (Use Weymouth High School Research Manual for all student assignments)	• One major collaborative product per term, staggered across core disciplines Sequence to be determined by individual teams. Sample sch edu le: • Term 1 – Math • Term 2 – ELA • Term 3 – Social Studies • Term 4 – Science • Rubric/score guide for products will include component to assess collaboration.	• Use Word to write and correctly format an essay • Use PowerPoint to create a presentation • Use Excel to create a chart and calculate data • Use Word, PowerPoint or Excel to create a graphic organizer	• Term 1 - • Terms 2-4 - Writing will reflect original critical thought	• One presentation product per term, staggered across core disciplines. Sequence to be determined by individual teams. Sample sch edu le: • Term 1 – ELA • Term 2 – Social Studies • Term 3 – Science • Term 4 – Math

Portfolio Product	Students will maintain reading notebooks in Science, History, and English and place an excerpt from each into their portfolio	The best student created graphic organizer for each major subject area will be included in the portfolio	• Students will complete a research paper in their ELA course. • Students will complete a research project in each of the other core disciplines.	One collaborative project from each of the core disciplines (Math and Science projects should incorporate the use of Excel??)	Please see other skills	Most insightful written assignment from each of the core disciplines (Four written assignments in Word)	PowerPoint presentation and presentation rubric
Review Policy The Skill Progression Chart is intended to be an evolving document. To this end, it is available online as an interactive website (link forthcoming) that allows teachers to share ideas and easily access information and rubrics. Like any curriculum, it will need to be flexible enough to evolve and adapt to changing state frameworks. The Skill Progression Chart will be reviewed in May of 2010 by the membership of Design 21 with amendments accepted from the Design Teams or from Faculty Senate. Any alterations of the Skill Progression Chart will require a majority vote from the full membership of Design 21 prior to recommending the amendments to the full faculty.
Implementation: The chart's sequence of instruction will be piloted in the Core Academies for the 2009-2010 school year with the portfolio requirements being strongly recommended. Full implementation is planned for the 2010-2011 school year contingent upon the creation of a portfolio system and full faculty ratification.