Career Academy
at Truman Campus
Graduation Requirements
Truman scholars in the class of 2016, 2017, 2018 and 2019 who have more than 12 credits will complete the current credit based graduation requirements in order to receive a diploma.
Truman scholars in the class of 2020 and 2021 and scholars from the class or 2016, 2017, 2018 and 2019 with less than 12 credits will complete the competency-based graduation requirements.
Credit Based Graduation Requirements
|
Tests Required for Graduation
|
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|---|---|---|
| Class of | Subject | Test |
| 2016 | ELA | Choose 1: |
| Reading AND Writing HSPE* | ||
| Smarter Balanced ELA test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
| Math | Choose 1: | |
| Algebra 1/Integrated Math 1 EOC exam | ||
| Geometry/Integrated Math 2 EOC exam | ||
| Smarter Balanced math test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
| 2017 & 2018 | ELA | Choose 1: |
| Smarter Balanced ELA test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
| Math | Choose 1: | |
| Algebra 1/Integrated Math 1 EOC exam | ||
| Geometry/Integrated Math 2 EOC exam | ||
| Smarter Balanced math test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
| 2019 | ELA | Choose 1: |
| Smarter Balanced ELA test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
| Math | Choose 1: | |
| Smarter Balanced Math test (exit exam score)** | ||
| WA-AIM (exit exam score)** | ||
COMPETENCY-BASED GRADUATION REQUIREMENTS:
Seniors must reach a level 6 at minimum on each of the competency rubrics; pass the state ELA and Math exams, complete 24 hours community service and complete the High School and Beyond Plan.
| Domain | Competencies | High-level Description |
| Key Ideas and Details | Theme / Central Idea | Determining theme(s)/central idea(s) and explaining how they develop and interact in a text |
| Point of View/Purpose | Understanding the point of view or purpose/intent of an author/speaker and how that point of view or purpose/intent shapes the message or meaning of the text | |
| Development | Analyzing the development of events, individuals, and ideas/concepts over the course of a text | |
| Structure | Analyzing an author's structural writing choices and how they affect the clarity and effectiveness of arguments, explanations, or narratives | |
| Word Choice | Analyzing the effect of language, specifically word choice, on the meaning, tone, or mood of a text, and explaining how word choice relates to context or medium | |
| Integration of Knowledge and Ideas | Selecting Relevant Sources | Selecting sources that support answering a particular research question with relevant, credible information |
| Contextualizing Sources | Recognizing how a source is situated within the world of its origin (time period, location, culture, etc.) and explaining how the meaning of the source is shaped by those conditions | |
| Synthesizing Multiple Sources | Synthesizing information across multiple sources to support an argument or explanation | |
| Inquiry | Asking questions | Developing focused, answerable inquiry and research questions |
| Hypothesizing | Developing hypotheses and predictions | |
| Designing Processes and Procedures | Developing step-by-step processes to follow in the course of answering problems/prompts or conducting inquiries/investigations | |
| Analysis & Synthesis | Identifying Patterns and Relationships | Analyzing and organizing information (including numerical and visual) to answer a question or solve a problem |
| Comparing/ Contrasting | Identifying similarities and differences and using them to support, refine, or sharpen an argument or explanation | |
| Modeling | Representing and translating concepts** with models, visual representations or symbols. OR Using appropriate tools to understand and analyze situations and to improve decisions **"Concepts," in this dimension, refers to abstract situations/information, processes, and systems | |
| Interpreting Data/Info | Developing justifiable interpretations of data and/or information from sources | |
| Making Connections & Inferences | Connecting ideas and making inferences based on evidence or reasoning | |
| Critiquing the Reasoning of Others | Evaluating arguments, explanations, and solutions, including identifying logical fallacies and missteps | |
| Justifying / Constructing an Explanation | Using logic and reasoning to justify a response or explain a phenomenon | |
| Composing & Writing | Argumentative Claim | Developing a strong argument through clear, well-sequenced claims in argumentative writing or speaking |
| Informational/Explanatory Thesis | Constructing explanations or conveying ideas and information through clear, well-organized main and supporting ideas | |
| Narrative | Developing an oral or written narrative that relates connected experiences, events, procedural steps, or the like (whether they are real or imagined) | |
| Counterclaims | Acknowledging and developing alternate or opposing positions | |
| Selection of Evidence | Using relevant and sufficient evidence to support claims** **In this dimension, which can be applied to both argumentative and explanatory tasks, "claims and subclaims" may also refer to theses/main ideas and supporting ideas. | |
| Explanation of Evidence | Analyzing how the selected evidence supports the writer's statements (e.g., claims, subclaims, counterclaims, main ideas, supporting ideas, inferences) | |
| Integration of Evidence | Representing evidence objectively and accurately (via appropriate quotation, summary, and/or paraphrase) and integrating evidence smoothly and strategically to support an argument, explanation, or analysis | |
| Organization (Transitions, Cohesion, Structure) | Using paragraph/section structure and transitions to communicate with clarity and coherence | |
| Introduction and Conclusion | Framing a composition with an effective introduction and conclusion, including using the concluding paragraph(s) to extend ideas | |
| Speaking & Listening | Discussion / Contribution | Communicating ideas and contributing to discussion through questioning, connecting, and probing |
| Preparation | Entering a discussion or presentation with high-quality evidence (notes, research, connections, questions) | |
| Norms / Active Listening | Using roles and norms to support collegial discussions and completion of group work | |
| Products & Presentations | Style and Language (Tone, Academic Language, Syntax) | Using appropriate style in a written product, including academic language, tone, and syntax |
| Oral Presentation | Using appropriate public speaking strategies to engage the audience and communicate points | |
| Multimedia in Written Production | Integrating technology to create high-quality written products | |
| Multimedia in Oral Presentation | Integrating technology to create high-quality spoken presentations | |
| Conventions | Using discipline-appropriate conventions to support clear expression of ideas and information | |
| Precision | Expressing ideas and information with exactness, specificity, and refinement | |
| Quantitative Reasoning | Concepts & Procedures | Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. |
| Problem Solving | Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” | |
| Communicating Reasoning | Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. | |
| Modeling and Data Analysis | Students can analyze complex, real world scenarios and can construct and use mathematical models to interpret and solve problems. |