Sacred Heart Elementary School 601 1st Ave. SW, Oelwein, IA 50662 Telephone: 319-283-1366

Dubuque Archdiocese

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Student Learning Goals

  1. Religion/Spirituality: Students demonstrate knowledge of God and of the Catholic religion and verify development of their spiritual lives.
  2. Communication: Students effectively communicate for a variety of purposes.
  3. Analysis: Students observe, infer, analyze, and evaluate ideas, processes, structures, and organizations.
  4. Problem solving/Value Judgments: Students solve problems and resolve conflicts individually and cooperatively.
  5. Decision Making: Students make decisions based on gospel values.
  6. Aesthetics/Fine Arts: Students apply creativity and skill in the performing and fine arts.
  7. Civic Responsibility: Students will be responsible members of local and global communities.
  8. Environment: Students will be responsible and respectful of the environment.
  9. Wellness: Students formulate and achieve healthy lifestyles.
  10. Technology: Students effectively and morally use technology.
  11. Life and Career Planning: Students develop life long goals and strategies for living.

A RUBRIC FOR LEARNING GOALS

Our school uses the following indicators to measure how students are progressing in achieving the school mission and goals

A student is a Christian disciple . . . September
Uses scripture and Catholic teaching for prayer and decision making.
4
 Consistently responds as Jesus would, basing decisions on Scripture and Catholic teaching, while assuming responsibility for own actions by transferring knowledge into practice.
3
 Usually responds as Jesus would, basing decisions on Scripture and Catholic teaching, while assuming responsibility for own actions by transferring knowledge into practice.
2
 Sometimes responds as Jesus would: needs prompting to assume responsibility for actions; needs help to transfer knowledge into action.
1
 Seldom displays a transfer of knowledge into action; rarely considers Scripture or Catholic teaching; focus tends to be only on self
Demonstrates response to the Baptismal call to faith, community, service, justice, and stewardship.
4
 Consistently initiates appropriate reverence and respect for the world around them; initiates service to others.
3
 Usually shows appropriate reverence and respect for the world around them; takes advantage of service opportunities.
2
 Periodically shows reverence, sometimes needs reminders; needs guidance in relationships with peers; participates in service opportunities with encouragement.
1
 Often needs reminders and guidance during prayer experiences and dealings with others; does not participate in service opportunities.
Experiences God in a variety of prayer forms.
4
 Displays a willingness and actively participates in sacraments, music, meditation spontaneous and formal prayer.
3
 Participates in sacraments, music, meditation, spontaneous and formal prayer.
2
 Participates in rote fashion or in only some prayer forms.
1
 Rarely participates in any form of prayer.
Recognizes the Eucharist as the center of faith and prayer life.
4
 Consistently shows respect at Eucharist; regularly celebrates Eucharist with their parish community; demonstrates that all are members of the Body of Christ in action and words in daily living.
3
 Usually shows respect at Eucharist; regularly celebrates Eucharist with their parish community; demonstrates that all are members of the Body of Christ in action and words in daily living.
2
 Seldom participates in Eucharistic celebrations; needs prompting to show respect or reverence for the Body of Christ
1
 Rarely displays respect for the Eucharist; does not worship with the community; has difficulty establishing relationship between worship and daily living
A student is a self-directed learner . . . October
Sets priorities and achievable goals.
4
 Consistently develops clear expectations and challenging goals; perceives the value of goals and their accomplishment; has a clear sense of own physical, mental and emotional abilities, and strives to work close to the edge of competence; shows maturity of judgment in the establishment of priorities; knows the criteria for success before beginning work.
3
 Usually develops clear expectations and goals; realistically perceives physical, mental and emotional abilities; finds value in goals and their accomplishment; usually establishes priorities before beginning any endeavor; usually has a sense of the criteria for success.
2
 Does not reliably develop well-defined expectations and goals; sometimes unrealistic in perceptions of physical, mental, and emotional abilities; needs prompting to see value in the task; occasionally works without giving enough thought to priorities or criteria.
1
 Seldom develops clear expectations, goals; rarely considers physical, mental, and emotional abilities; has difficulty finding value in the task; rarely considers priorities or criteria.
Monitors and evaluates progress.
4
 Continually assesses own efforts in light of criteria, and revising to meet the highest standards; strives to maintain an objective and meaningful evaluation of self-growth and progress towards a goal.
3
 Consistently assesses efforts in light of criteria, and revises as needed; usually maintains an objective view in the assessment of self-growth or progress towards a goal.
2
 Periodically assesses own approach but sometimes does not make revisions as needed, occasionally fails to evaluate self-growth or progress, or loses objectivity.
1
 Has no clear sense or interest in the evaluation of self-growth or progress towards a goal.
Creates options for self.
4
 Consistently creative in exploring possibilities; makes enterprising use of resources; uses uncertainty to creative advantage; remains flexible when appropriate.
3
 Usually considers alternate solutions before making a choice; makes effective use of resources; effectively copes with uncertainty by developing flexibility.
2
 Tends to explore only the obvious possibilities; needs help to find alternate resources; occasionally shows inflexibility when not appropriate.
1
 Does not explore alternatives to a solution or attempt to use more than a single resource; maintains an inappropriately inflexible attitude in the face of difficulties.
Creates a positive vision for self and future.
4
 Acknowledges self-worth; perceives present and future self in a positive light; reflects an exemplary attitude towards success and failure; provides the model of an affirmative disposition.
3
 Usually acknowledges self-worth; often perceives present and future self positively; has a healthy attitude toward success and failure; maintains positive disposition.
2
 Periodically unable to acknowledge self-worth; occasionally cannot perceive present or future self in a positive light; sometimes cannot maintain a good perspective on success and failure; occasionally adopts a predominantly negative perspective.
1
 Fails to acknowledge self-worth; has difficulty perceiving self in a positive light at present or in the future; cannot consider success or failure philosophically; often adopts a negative view of the world.
A student is a collaborative worker . . . November/December
Monitors own behavior as a group member.
4
 Assesses own behavior and adjusts to maximize group performance; stays on task; offers useful ideas; uses personal strengths, assumes various roles; takes a stand when appropriate; participates without prompting.
3
 Usually assesses own behavior and adjusts appropriately for the group; provides useful ideas and defends them when appropriate; rarely requires prompting to participate or encouragement to stay on task.
2
 Inconsistently assesses own behavior; does not reliably adjust for the group; too readily accepts group perspective, or insists too much on promoting a personal view; sometimes requires prompting to participate and encouragement to stay on task.
1
 Rarely assesses own behavior; does not adjust for the needs of the group; exhibits minimal task involvement.
Assesses and manages group functioning.
4
 Evaluates group performance and applies strategies that improve group functioning and assist in the completion of the task; takes the lead in resolving conflicts and leads the group to consensus; adapts to roles dynamically; commits to and achieves mutual goals; gives credit to others.
3
 Evaluates group performance and applies strategies to further group functioning and assist in the completion of the task; demonstrates ability to help resolve conflicts and bring the group to consensus; adapts to various roles appropriately; achieves and commits to mutual goals; exhibits leadership skills; gives credit to others.
2
 Sometimes evaluates group performance; inconsistently or inappropriately applies strategies to improve performance; occasionally reflects concerns for group goals; sometimes attempts to resolve conflicts or work for group consensus.
1
 Rarely evaluates group performance or attempts strategies to assist the group; has little concern for group goals or problems.
Demonstrates interactive communication
4
 Expresses ideas clearly and effectively; listens actively, clarifies own and others' thoughts; interprets verbal and non-verbal communications; shows respect for the opinions of others.
3
 Communicates ideas well; listens to the ideas of others; seeks to ensure that ideas are clearly and commonly understood; attends to verbal and non-verbal communications; shows respect for the opinion of others.
2
 Interaction with others is erratic, often not purposeful; sometimes exhibits perfunctory behavior; does not consistently respect the opinions of others.
1
 Does not articulate effectively; exhibits counter-productive behavior; demonstrates insensitivity to others' opinions.
Demonstrates consideration for individual differences.
4
 Reveals appropriate respect and appreciation for feelings and opinions of others and models the behavior for others; reflects thoughtful sensitivity for cultural diversity.
3
 Reveals appropriate respect and appreciation for feelings and opinions of others and models the behavior for others; reflects thoughtful sensitivity for cultural diversity.
2
 Sometimes lacks awareness for feelings and opinions of others, not always adjusting appropriately for individual differences; exhibits low levels of sensitivity for individual differences.
1
 Often unaware of others feelings, opinions and differences, or aware of individual and cultural differences but does not adjust inappropriate behavior.
A student is a complex thinker...February
Uses a wide variety of strategies for managing complex issues.
4
 Demonstrates mastery of a wide variety of complex thinking processes.
3
 Demonstrates competence in a number of complex thinking skills.
2
 Demonstrates ability in a number of thinking skills, but does not have a full complement of skills for managing complex issues.
1
 Has limited range of thinking skills for managing complex tasks.
Selects strategies appropriate to the resolution of complex issues and applies the strategies with accuracy and thoroughness.
4
 Consistently selects strategies that are appropriate to the management of an issue. The student applies the strategies with accuracy and thoroughness.
3
 Often selects strategies that are appropriate to the management of an issue. The student usually applies the strategies with accuracy and thoroughness.
2
 Sometimes does not select strategies that are appropriate to the management of a task. The student's performance requires some oversight to insure accuracy and completion of the task.
1
 Often cannot select strategies that are appropriate to the problem at hand. The student pays little attention to details, and typically leaves tasks unfinished. Accesses and uses topic-relevant knowledge.
Accesses and uses topic-relevant knowledge.
4
 Consistently masters facts, concepts and principles within the relevant topic area and demonstrates a high level of proficiency in the use of processes and skills that are important to the topic area.
3
 Usually masters facts, concepts and principles within the relevant topic area and demonstrates a solid level of proficiency in the use of processes and skills that are important to the topic area.
2
 Has a rudimentary understanding of the relevant facts, concepts and principles and makes some errors in the use of skills or processes important to a topic area.
1
 Often misunderstands the basic facts, concepts and principles important to the subject area and is frequently incapable of using the relevant skills or processes.
A student is a community contributor...March
Demonstrates knowledge about his or her diverse communities.
4
 Has a well-developed awareness of an issue that is important to the community; understands the impact and implications of the issue on both a political and personal level.
3
 Has a good understanding of an important community issue from both an individual and political perspective.
2
 Has a limited and incomplete understanding of a community issue; does not understand the full implications or impact of the issue and cannot provide a both personal and political perspective.
1
 Might know of a community issue, but does not understand its importance to members of the community; has little practical or personal knowledge of the issue.
Takes action.
4
 Works for effective action within the community; acts with sensitivity to diversity; acts responsibly through the full implementation and assessment of a well-thought out plan that creatively addresses an important community issue.
3
 Works to better the community; acts with appropriate sensitivity to the community; reviews the activity for improvements.
2
 Attempts action within the community but lacks thoroughness or care in the action plan or in its execution; might not completely assess result of the action.
1
 Might know of a community issue, but does not understand its importance to members of the community; has little practical or personal knowledge of the issue.
Reflects on role as a community contributor.
4
 Reflects on action taken within the community and has an appreciation for the importance of an individual's contribution of the community; recognizes personal benefits that accrue from individual contributions.
3
 Considers individual action essential for the success of the community; recognizes personal benefits that accrue from individual contributions.
2
 Either has a clear understand of the reliance of the community on individual action, or recognizes community work as valuable for individual growth.
1
 Does not clearly perceive the critical role of the individual who works for the welfare of the community; does not recognize the potential personal benefits available to the individual engaged in community action.
A student is a quality producer...April
Creates products which achieve their purpose.
4
 Purpose of the product (such as to inform, entertain, or persuade) is clear, and the product succeeds in its purpose at a high level of quality and provides a model of its type.
3
 Purpose of the product (such as to inform, entertain, or persuade) is clear, and the product succeeds in its purpose.
2
 Purpose of the product is unclear or a clear purpose is inadequately achieved.
1
 Apparent purpose of the produce is not adequately achieved.
Creates products appropriate for intended audience.
4
 Content, style and medium are highly appropriate to the interests, needs, attitudes, level of maturity, background, knowledge and diversity of the audience.
3
 Content, style and medium appropriately address the interests, needs, attitudes, level of maturity, background, knowledge and diversity of the audience.
2
 Content, style and medium of the product only adequately address the interests, needs, attitudes, level of maturity, background, knowledge and diversity of the audience (either some needs of the audience are not addressed, or only some aspects of the product are appropriate to the audience).
1
 Content, style and medium of the product are inappropriate for the audience.
Creates products which reflect craftsmanship.
4
 Product meets and exceeds the selected relevant criteria such as clarity, coherence, organization, accuracy, creativity, design, composition, and/or precision; product reflects skill and logical and/or insightful reasoning; criteria selected are appropriate to the purpose of the product.
3
 Product meets most of the selected relevant criteria such as clarity, coherence, organization, accuracy, creativity, design, composition, and/or precision; product reflects skill and logical and/or insightful reasoning; criteria selected are appropriate to the purpose of the product.
2
 Product may meet only some of the criteria well; or meets all criteria, but the criteria may not be well related to the purpose of the product.
1
 Product meets only irrelevant criteria or does not meet important criteria.
Uses appropriate resources/technology.
4
 Products reflects creative use of personal and/or external resources; product reflects use of appropriate available technology.
3
 Product reflects good use of personal and/or external resources; products reflects use of appropriate available technology.
2
 Product reflects adequate use of personal and/or external resources; or, the product reflects the adequate use of technology.
1
 Product reflects inadequate use of resources; the use of technology does not enhance the product.