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Capital City Public Charter School: 7

Grade Fall/Winter SLC Rubric for CREW Leader

Student Name: _________________________________________________________ Date of presentation: _______________________ Score: ___________

Rubric
1

Students presentation lacks

reflection and understanding of the
target. Student speaks quietly and
is difficult to follow. Student relies
entirely on the presentation tool,
struggles to explain themselves
from memory, and struggles to
make eye contact.

Students presentation shows some

reflection and understanding of the
target. Student speaks clearly at
times, but may struggle to use
presentation tools effectively,
explain themselves from memory,
or make eye contact.

Students presentation shows

reflection and understanding of the
target. Student speaks clearly and
uses presentation effectively- (may
read bullet points and descriptions
verbatim, but makes eye contact and
occasionally explains from memory.

Students presentation shows deep

reflection and understanding of the
target. Student speaks eloquently
and clearly, using presentation
professionally (may read bullet
points verbatim, but makes eye
contact and also explains from
memory).

Introduction: Expedition Explanation - Overall Score: ______________________________

Target
Introduces themselves and welcomes their guests.
th
Provides a brief overview of the 7
grade fall expedition.
Shares one thing theyve learned about controversies in
immigration and a potential next step Americans can take to
improve immigration policies, relations, or treatment.

Piece One: Humanities: Overall Score: _________________________

COMMUNICATIVE
Evidence

COMMUNICATIVE

Name of piece:
Targets
Intro:
Describes what they have been studying in humanities so
far, and how their piece connects to the big picture.
PIECE
Presents an artifact, describes learning target, and
identifies content and skills they were supposed to
learn, pointing to evidence as they go.
Describes the steps they were supposed to follow,
pointing to evidence as they go.
Describes one strength and one weakness in the
piece, pointing to evidence in their work.

Piece Two: Math: Overall Score: _________________________

Evidence

COMMUNICATIVE

Name of piece:
Targets
Intro:
Describes what they have been studying in math so far, and
how their piece connects to the big picture.
PIECE
Presents an artifact, describes learning target, and
identifies content and skills they were supposed to
learn, pointing to evidence as they go.
Describes the steps they were supposed to follow,
pointing to evidence as they go.
Describes one strength and one weakness in the
piece, pointing to evidence in their work.

Piece Three: Science: Overall Score: _________________________

Evidence

COMMUNICATIVE

Name of piece:
Targets
Intro:
Describes what they have been studying in science so far,
and how their piece connects to the big picture.
PIECE
Presents an artifact, describes learning target, and
identifies content and skills they were supposed to
learn, pointing to evidence as they go.
Describes the steps they were supposed to follow,
pointing to evidence as they go.
Describes one strength and one weakness in the
piece, pointing to evidence in their work.
Piece Four: Choice: Overall Score: _________________________
Name of piece:

Evidence

COMMUNICATIVE

Targets
Intro:
Describes what they have been studying in arts, fitness,
crew, or Spanish so far, and how their piece connects to the big
picture.
PIECE
Presents an artifact, describes learning target, and
identifies content and skills they were supposed to
learn, pointing to evidence as they go.
Describes the steps they were supposed to follow,
pointing to evidence as they go.
Describes one strength and one weakness in the
piece, pointing to evidence in their work.

Presentation of Grades: Overall Score: _________________________

Targets
Student explains their grade report to their families and takes
personal responsibility for their scores.

Evidence

PRODUCER OF QUALITY
1

Evidence

Student reflects on their scores and sets realistic goals for the
second semester.

Closing & Goal-Setting Score: ______________________________

Target
Sets a relevant goal for each class tied to work, strengths, &
weaknesses presented
Explains a clear process for achieving each goal
Asks for appropriate support
Thanks family & crew leader for attending

REFLECTIVE
1

Evidence

Reflection-
Please share your thoughts on what the student has done well and what they could
improve upon in terms of their presentation skills.

STARS
Things student did particularly well:

STAIRS
Things student can improve and/or strengthen
before the June conference: