ARSU Proficiency Scoring Guide (PSG)

for Transferable Skills

Transferable Skills (All Content Areas)

#1 - Clear and Effective Communication:​ Students demonstrate effective expressive and receptive communication, including: oral, written,
multimedia, & performance.

#2 - Self-Direction: ​Students demonstrate initiative and responsibility for learning.

#3 - Creative and Practical Problem Solving: ​Students generate a variety of solutions, use evidence to build a case for best responses,
critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions if necessary.

#4 - Responsible and Informed Citizenship: ​Students participate in and contribute to the enhancement of community life.

#5 - Informed and Integrative Thinking: ​Students apply knowledge from various disciplines and contexts to real life situations.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
 ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#1 - Clear and Effective Communication:​ Students demonstrate effective expressive and receptive communication, including: oral, written,
multimedia, & performance.

Performance Indicators:
a. Demonstrate organized and purposeful communication.
b. Use evidence and logic appropriately in both written and oral communication.
c. Collaborate effectively and respectively.
Supporting Performance Indicators:
● Integrate information gathered from active speaking and listening.
● Adjust communication based on the audience, context and purpose.
● Use technology to further enhance communication.
● Use technology to disseminate communication.

Performance Indicator Beginning Approaching Proficiency Exemplary

a. Demonstrate organized and
purposeful communication.
Students (I) can use
paragraph & basic sentence
structure to convey my
thoughts and ideas.
Students (I) can organize
details, ideas, examples, or
evidence to present my subject
in a general fashion.
Students (I) can present my ideas
coherently and in a precise
manner, with a logical sequence
using academic language/images
that enhance my message.
Students (I) can present my ideas
coherently, confidently, and
habitually using complex
vocabulary, vivid images, and/or
phrases that enhance my message.

b. Use evidence and logic Students (I) can retrieve
appropriately in information from a text,
communication. table, graph or other source
and include it in a finished
product.
Students (I) can include
information from several
sources and analyze or
compare the information from
those sources to generate or
support a claim.
Students (I) can analyze,
integrate and cite evidence from
sources while using reasoning to
synthesize evidence to support a
claim.
Students (I) can compare and
analyze source information for
purpose, audience, and objective to
inform my communication.
Additionally, I can critique or
extend my reasoning in a way that
includes complex connections,
inferences or applications of
concepts.

c. Collaborate effectively and
respectfully.
Students (I) can identify the
features of effective
collaboration
Students (I) can contribute my
own ideas to group interaction.
Students (I) can respond
respectfully and thoughtfully to
diverse perspectives to promote
an exchange of ideas with
reasoning and evidence.
Students (I) can facilitate small and
large group interactions or help
others facilitate.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
 ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#2 - Self-Direction: ​Students demonstrate initiative and responsibility for learning.

Performance Indicators:
a. Demonstrate flexibility, including the ability to learn, unlearn, and relearn.
b. Analyze the accuracy, bias, and usefulness of information.
c. Identify, manage, and assess new opportunities related to learning goals.
Supporting Performance Indicators
● Collaborate as needed to advance learning.
● Apply knowledge in familiar and new contexts.
● Use technology and digital media strategically and capably to advance learning.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Demonstrate flexibility,
including ability to learn,
unlearn and relearn.
Students (I) can identify ideas
that are counter to my
perspective and ask questions
to help gain a new
understanding.
Students (I) can use feedback
to help improve my
performance or revise my
thinking and ask questions to
improve or expand my
knowledge.
Students (I) can solicit and utilize
feedback on multiple drafts to
improve performance or revise
my thinking and ask questions
about new ideas to challenge
myself to investigate new skills.
Students (I) can transfer feedback
from one area and apply it to a new
context and pursue questions and
big ideas that are not readily
answered.

b. Analyze the accuracy, bias, Students (I) can compare two Students (I) can apply criteria Students (I) can apply criteria to Students (I) can justify and defend
and usefulness of information. sources or pieces of data and to evaluate usefulness, and evaluate multiple sources for my decisions about my sources
determine which one is more validity of a range of sources. bias. using effective criteria.
likely to be accurate.

c. Identify, manage, and assess
new opportunities related to
learning goals.
Students (I) can identify
opportunities to support my
learning goals.
Students (I) can explore
opportunities and develop
plans that address my goals.
Students (I) can evaluate and
pursue opportunities that pertain
to my learning goals and plans by
monitoring my progress and
adjusting my approach as needed.
Students (I) can create new
opportunities by initiating,
carefully selecting, and
implementing appropriate
approaches that pertain to my
learning goals and plans.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
 ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#3 - Creative and Practical Problem Solving: ​Students generate a variety of solutions, use evidence to build a case for best responses,
critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions if necessary.

Performance Indicators:
a. Persist in solving challenging problems and learn from failure.
b. Observe and evaluate situations in order to define problems and propose solutions.
c. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
d. Use a range of tools, including technology, to solve a problem.
Supporting Performance Indicators:
● Identify patterns, trends, and relationships that apply to solutions.
● Frame questions, make predictions, and design data collection and analysis strategies.
● Identify opportunities for innovation and collaboration.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Persist in solving challenging Students (I) can make an Students (I) can learn from Students (I) can learn from Students (I) can apply my learning
problems and learn from attempt to solve a challenging trial and error how to improve experience and continue to put and adapt to new challenges.
failure. problem. my efforts over time. forth effort even after trying
several times.

b. Observe and evaluate
situations in order to define
problems and propose
solutions.
Students (I) can make
observations about a problem
situation.
Students (I) can identify
variables that influence a
problem situation.
Students (I) can articulate the
problem and identify constraints,
based on observations and collect
related information from multiple
sources.
Students (I) can analyze situations
to define complex problems and
explain their relevance within the
world.

c. Analyze, evaluate, and Students (I) can identify Students (I) can summarize the Students (I) can analyze, Students (I) can evaluate the
synthesize evidence, arguments, evidence to support a claim relationship between the synthesize, and cite evidence to strengths and weaknesses of an
claims, and beliefs. or argument. evidence and the argument or develop a claim or argument. argument.
claim.

d. Use a range of tools, Students (I) can identify a Students (I) can use a tool to Students (I) can use multiple Students (I) can develop
including technology, to solve a range of tools, including solve a problem and articulate tools together to effectively solve generalizations about the tools used
problem. digital technology, to help and/or explain why the tool is a problem. and apply them to new problems or
solve a problem. the best choice. situations.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
 ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#4 - Responsible and Informed Citizenship: ​Students participate in and contribute to the enhancement of community life.

Performance Indicators:
a. Take responsibility for personal decisions and actions.
b. Demonstrate a commitment to personal health and wellness.
c. Demonstrate a commitment to community health and wellness.
d. Demonstrate ethical behavior and the moral courage to sustain it.
Supporting Performance Indicators:
● Respect diversity and differing points of view.
● Practice responsible digital citizenship.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Take responsibility for Students (I) can identify Students (I) can identify the Students (I) can take ownership Students (I) can demonstrate that I
personal decisions and actions. personal decisions and effects of personal decisions for the outcome of my decisions have learned from my experiences
actions. and actions. or actions by explaining how my and made positive changes in my
choice affect myself and others. decisions and actions.

b. Demonstrate a commitment
to personal health and wellness.
Students (I) can explain the
components that contribute to
healthy environments
(physical, emotional, mental,
and social). I can also set
goals for personal health or
wellness.
Students (I) can work with
others to maintain healthy
environments (physical,
emotional, mental, and social)
and develop a plan for
personal health or wellness.
Students (I) can advocate for the
creation or maintenance of
healthy environments (physical,
emotional, mental, and social)
and make progress on and revisit
a plan for personal health or
wellness.
Students (I) can mobilize others to
create a healthy environment
(physical, emotional, mental, and
social) and support others in
progress toward personal health or
wellness.

c. Demonstrate a commitment Students (I) can identify Students (I) can work with a Students (I) can build a proposal, Students (I) can mobilize others in
to community health and opportunities for community community organization to which includes community sustained efforts, advocate to
wellness. involvement. continue an ongoing project. connections, for an improvement implement solutions and analyze
in the community. how actions impact the community.

d. Demonstrate ethical behavior
and the moral courage to
sustain it.
Students (I) can identify my
own values and their impact
on others.
Students (I) can respect rights
and values of others and
identify ways to resolve
conflicts and/or solve
community problems.
Students (I) can show empathy Students (I) can mobilize others to
while considering others to make responsible decisions to
resolve conflicts and/or solve resolve conflicts, and/or solve
community problems. community problems.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
 ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#5 - Informed and Integrative Thinking: ​Students apply knowledge from various disciplines and contexts to real life situations.

Performance Indicators:
a. Apply knowledge from various disciplines and contexts to real life situations.
b. Analyze, evaluate, and synthesize information from multiple sources to build on knowledge.
c. Apply systems thinking to understand the interaction and influence of related parts on each other and on outcomes.
d. Use technology to support and enhance the critical thinking process.
Supporting Performance Indicators:
● Use evidence and reasoning to justify claims.
● Develop and use models to explain phenomena.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Apply knowledge from
various disciplines and contexts
to real life situations.
Students (I) can identify
connections between what I
am learning in different
settings.
Students (I) can identify
connections between what I
learn in different disciplines
and real-life situations.
Students (I) can analyze real-life
situations, data, patterns, texts,
artifacts, or other products using
knowledge from other disciplines
and situations.
Students (I) can predict outcomes
in complex real-life systems using
knowledge from other disciplines
and situations.

b. Analyze, evaluate, and
synthesize information from
multiple sources to build on
knowledge.
Students (I) can extract
information from multiple
and varied sources.
Students (I) can describe and
summarize information from
multiple and varied sources.
Students (I) can evaluate the
credibility of multiple and varied
sources to analyze the
interrelationships among
concepts.
Students (I) can draw conclusions
based on information from multiple
sources.

c. Apply systems thinking to
understand the interaction and
influence of related parts on
each other and on outcomes.
Students (I) can define a
system and identify its parts.
Students (I) can describe the
role of each part of a system
and relationships among the
parts.
Students (I) can explain how the
interactions of parts of a system
influence outcomes.
Students (I) can apply my
understanding of system
interactions to make
recommendations in a different
context.

d. Use technology to support Students (I) can explore a Students (I) can identify Students (I) can use technology Students (I) can justify or explain
and enhance the critical range of appropriate situations in which the use of to organize, analyze, and innovations I have made in my use
thinking process. technology that would technology would support my synthesize information. of technology.
support my thinking. thinking.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​