Elementary School

The student conducts projects involving at least two of the following kinds of problem solving each year and, over the course of elementary school, conducts projects involving all three kinds of problem solving.

• Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.
• Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.
• Plan and Organize an Event or an Activity: Take responsibility for all aspects of planning and organizing an event or an activity from concept to completion, making good use of the resources of people, time, money, and materials and facilities.

Each project should involve subject matter related to the standards for English Language Arts, and/or Mathematics, and/or Science, and/or other appropriate subject content.

Design a Product, Service, or System
a The student designs and creates a product, service, or system to meet an identified need; that is, the student:
• develops ideas for the design of the product, service, or system;
• chooses among the design ideas and justifies the choice;
• establishes criteria for judging the success of the design;
• uses an appropriate format to represent the design;
• plans and carries out the steps needed to turn the design into a reality;
• evaluates the design in terms of the criteria established for success.

Improve a System
b The student troubleshoots problems in the operation of a system in need of repair or devises and tests ways of improving the effectiveness of a system in operation; that is, the student:
• identifies the parts of the system and the way the parts connect with each other;
• identifies parts or connections in the system that have broken down or that could be made to work better;
• devises ways of making the system work again or making it work better;
• evaluates the effectiveness of the strategies for improving the system and supports the evaluation with evidence.

Plan and Organize an Event or an Activity
c The student plans and organizes an event or an activity; that is, the student:
• develops a plan for the event or activity that:
- includes all the factors and variables that need to be considered;
- shows the order in which things need to be done;
- takes into account the resources available to put the plan into action, including people and time;
• implements the plan;
• evaluates the success of the event or activity by identifying the parts of the plan that worked best and the parts that could have been improved by better planning and organization;
• makes recommendations to others who might consider planning and organizing a similar event or activity.

Middle School

The student conducts projects involving at least two of the following kinds of problem solving each year and, over the course of middle school, conducts projects involving all three kinds of problem solving.

• Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.
• Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.
• Plan and Organize an Event or an Activity: Take responsibility for all aspects of planning and organizing an event or an activity from concept to completion, making good use of the resources of people, time, money, and materials and facilities.

Each project should involve subject matter related to the standards for English Language Arts, and/or Mathematics, and/or Science, and/or other appropriate subject content.

Design a Product, Service, or System
a The student designs and creates a product, service, or system to meet an identified need; that is, the student:
• develops a range of ideas for design of the product, service, or system;
• selects one design option to pursue and justifies the choice with reference, for example, to functional, aesthetic, social, economic, or environmental considerations;
• establishes criteria for judging the success of the design;
• uses appropriate conventions to represent the design;
• plans and carries out the steps needed to create the product, service, or system;
• makes adjustments as needed to conform with specified standards or regulations regarding quality and safety;
• evaluates the quality of the design in terms of the criteria for success and by comparison with similar products, services, or systems.

Improve a System
b The student troubleshoots problems in the operation of a system in need of repair or devises and tests ways of improving the effectiveness of a system in operation; that is, the student:
• describes the structure and management of the system in terms of its logic, sequences, and control;
• identifies the operating principles underlying the system, i.e., mathematical, scientific, organizational;
• evaluates the way the system operates;
• devises strategies for putting the system back in operation or improving its performance;
• evaluates the effectiveness of the strategies for improving the system and supports the evaluation with evidence.

Plan and Organize an Event or an Activity
c The student plans and organizes an event or activity; that is, the student:
• develops a plan that:
- reflects research into relevant precedents and regulations;
- includes all the factors and variables that need to be considered;
- shows the order in which things need to be done;
- takes into account the resources available to put the plan into action, including people and time;
• implements the plan in ways that:
- reflect the priorities established in the plan;
- respond effectively to unforeseen circumstances;
• evaluates the success of the event or activity;
• makes recommendations to others who might consider planning and organizing a similar event or activity.

High School

The student conducts projects involving at least two of the following kinds of problem solving each year and, over the course of high school, conducts projects involving all three kinds of problem solving.

• Design a Product, Service, or System: Identify needs that could be met by new products, services, or systems and create solutions for meeting them.
• Improve a System: Develop an understanding of the way systems of people, machines, and processes work; troubleshoot problems in their operation and devise strategies for improving their effectiveness.
• Plan and Organize an Event or an Activity: Take responsibility for all aspects of planning and organizing an event or activity from concept to completion, making good use of the resources of people, time, money, and materials and facilities.

Each project should involve subject matter related to the standards for English Language Arts, and/or Mathematics, and/or Science, and/or other appropriate subject content.

Design a Product, Service, or System
a The student designs and creates a product, service, or system to meet an identified need; that is, the student:
• develops a design proposal that:
- shows how the ideas for the design were developed;
- reflects awareness of similar work done by others and of relevant design standards and regulations;
- justifies the choices made in finalizing the design with reference, for example, to functional, aesthetic, social, economic, and environmental considerations;
- establishes criteria for evaluating the product, service, or system;
- uses appropriate conventions to represent the design;
• plans and implements the steps needed to create the product, service, or system;
• makes adjustments as needed to conform with specified standards or regulations regarding quality or safety;
• evaluates the product, service, or system in terms of the criteria established in the design proposal, and with reference to:
- information gathered from sources such as impact studies, product testing, or market research;
- comparisons with similar work done by others.

Improve a System
b The student troubleshoots problems in the operation of a system in need of repair or devises and tests ways of improving the effectiveness of a system in operation; that is, the student:
• explains the structure of the system in terms of its:
- logic, sequences, and control;
- operating principles, that is, the mathematical, scientific, and/or organizational principles underlying the system;
• analyzes the way the system works, taking account of its functional, aesthetic, social, environmental, and commercial requirements, as appropriate, and using a relevant kind of modeling or systems analysis;
• evaluates the operation of the system, using qualitative methods and/or quantitative measurements of performance;
• develops and tests strategies to put the system back in operation and/or optimize its performance;
• evaluates the effectiveness of the strategies for improving the system and supports the evaluation with evidence.

Plan and Organize an Event or an Activity
c The student plans and organizes an event or an activity; that is, the student:
• develops a planning schedule that:
- is sensible in terms of the goals of the event or activity;
- is logical and achievable;
- reflects research into relevant precedents and regulations;
- takes account of all relevant factors;
- communicates clearly so that a peer or colleague could use it;
• implements and adjusts the planning schedule in ways that:
- make efficient use of time, money, people, resources, facilities;
- reflect established priorities;
- respond effectively to unforeseen circumstances;
• evaluates the success of the event or activity using qualitative and/or quantitative methods;
• makes recommendations for planning and organizing subsequent similar events or activities.

Elementary School

a The student makes an oral presentation of project plans or findings to an appropriate audience; that is, the student:
• organizes the presentation in a logical way appropriate to its purpose;
• speaks clearly and presents confidently;
• responds to questions from the audience;
• evaluates the effectiveness of the presentation.
b The student composes and sends correspondence, such as thank-you letters and memoranda providing information; that is, the student:
• expresses the information or request clearly;
• writes in a style appropriate to the purpose of the correspondence.
c The student writes and formats information for short publications, such as brochures or posters; that is, the student:
• organizes the information into an appropriate form for use in the publication;
• checks the information for accuracy;
• formats the publication so that it achieves its purpose.

Middle School

a The student makes an oral presentation of project plans or findings to an audience beyond the school; that is, the student:
• organizes the presentation in a logical way appropriate to its purpose;
• adjusts the style of presentation to suit its purpose and audience;
• speaks clearly and presents confidently;
• responds appropriately to questions from the audience;
• evaluates the effectiveness of the presentation.
b The student conducts formal written correspondence with an organization beyond the school; that is, the student:
• expresses the information or request clearly for the purpose and audience;
• writes in a style appropriate to the purpose and audience of the correspondence.
c The student publishes information using several methods and formats, such as overhead transparencies, handouts, and computer generated graphs and charts; that is, the student:
• organizes the information into an appropriate form for use in the publication;
• checks the information for accuracy;
• formats the published material so that it achieves its purpose.

High School

a The student makes an oral presentation of project plans or findings to an audience with expertise in the relevant subject matter; that is, the student:
• organizes the presentation in a logical way appropriate to its purpose;
• adjusts the style of presentation to suit its purpose and audience;
• speaks clearly and presents confidently;
• responds appropriately to questions from the audience;
• evaluates the effectiveness of the presentation and identifies appropriate revisions for a future presentation.
b The student prepares a formal written proposal or report to an organization beyond the school; that is, the student:
• organizes the information in the proposal or report in a logical way appropriate to its purpose;
• produces the proposal or report in a format similar to that used in professionally produced documents for a similar purpose and audience.
c The student develops a multi-media presentation, combining text, images, and/or sound; that is, the student:
• selects an appropriate medium for each element of the presentation;
• uses the selected media skillfully, including editing and monitoring for quality;
• achieves coherence in the presentation as a whole;
• communicates the information effectively, testing audience response and revising the presentation accordingly.

Elementary School

a The student gathers information to assist in completing project work; that is, the student:
• identifies potential sources of information to assist in completing the project;
• uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;
• distinguishes relevant from irrelevant information;
• shows evidence of research in the completed project.
b The student uses information technology to assist in gathering, organizing, and presenting information; that is, the student:
• acquires information for specific purposes from on-line sources, such as the Internet, and other electronic data bases, such as an electronic encyclopedia;
• uses word-processing, drawing, and painting programs to produce project reports and related materials.

Middle School

a The student gathers information to assist in completing project work; that is, the student:
• identifies potential sources of information to assist in completing the project;
• uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;
• interprets and analyzes the information;
• evaluates the information for completeness and relevance;
• shows evidence of research in the completed project.
b The student uses information technology to assist in gathering, analyzing, organizing, and presenting information; that is, the student:
• acquires information for specific purposes from on-line sources, such as the Internet, and other electronic data bases, such as a scientific data base on CD ROM;
• uses word-processing, graphics, data base, and spreadsheet programs to produce project reports and related materials.

High School

a The student gathers information to assist in completing project work; that is, the student:
• identifies potential sources of information to assist in completing the project;
• uses appropriate techniques to collect the information, e.g., considers sampling issues in conducting a survey;
• interprets and analyzes the information;
• evaluates the information in terms of completeness, relevance, and validity;
• shows evidence of research in the completed project.
b The student uses on-line sources to exchange information for specific purposes; that is, the student:
• uses E-mail to correspond with peers and specialists in the subject matter of their projects;
• incorporates into E-mail correspondence data of different file types and applications.
c The student uses word-processing software to produce a multi-page document; that is, the student:
• uses features of the software to create and edit the document;
• uses features of the software to format the document, including a table of contents, index, tabular columns, charts, and graphics;
• uses features of the software to create templates and style sheets for the document.
d The student writes, adds content to, and analyzes a data base program that uses a relational data base; that is, the student:
• writes a program capable of handling data with at least two files;
• creates macros to facilitate data entry, analysis, and manipulation;
• creates multiple report formats that include summary information;
• merges data from the data base with other files.
e The student creates, edits, and analyzes a spreadsheet of information that displays data in tabular, numeric format and includes multiple graphs; that is, the student:
• creates a spreadsheet that displays the use of formulas and functions;
• uses features of the software to sort, arrange, display, and extract data for specific purposes;
• uses features of the software to create multiple spreadsheets and to synthesize the spreadsheets into a single presentation.

Elementary School

a The student learns from models; that is, the student:
• consults with or observes other students and adults at work, and identifies the main features of what they do and the way they go about their work;
• examines models for the results of project work, such as professionally produced publications, and analyzes their qualities;
• uses what he or she learns from models to assist in planning and conducting project activities.
b The student keeps records of work activities in an orderly manner; that is, the student:
• sets up a system for storing records of work activities;
• maintains records of work activities in a way that makes it possible to find specific materials quickly and easily.
c The student identifies strengths and weaknesses in his or her own work; that is, the student:
• understands and establishes criteria for judging the quality of work processes and products;
• assesses his or her own work processes and products.

Middle School

a The student learns from models; that is, the student:
• consults with or observes other students and adults at work, and identifies the main features of what they do and the way they go about their work;
• identifies models for the results of project work, such as professionally produced publications, and analyzes their qualities;
• uses what he or she learns from models to assist in planning and conducting project activities.
b The student develops and maintains a schedule of work activities; that is, the student:
• establishes a schedule of work activities that reflects priorities and deadlines;
• seeks advice on the management of conflicting priorities and deadlines;
• updates the schedule regularly.
c The student sets goals for learning and reviews his or her progress; that is, the student:
• sets goals for learning;
• reviews his or her progress towards meeting the goals;
• seeks and responds to advice from others in setting goals and reviewing progress.

High School

a The student learns from models; that is, the student:
• consults with and observes other students and adults at work and analyzes their roles to determine the critical demands, such as demands for knowledge and skills, judgment and decision making;
• identifies models for the results of project work, such as professionally produced publications, and analyzes their qualities;
• uses what he or she learns from models in planning and conducting project activities.
b The student reviews his or her own progress in completing work activities and adjusts priorities as needed to meet deadlines; that is, the student:
• develops and maintains work schedules that reflect consideration of priorities;
• manages time;
• monitors progress towards meeting deadlines and adjusts priorities as necessary.
c The student evaluates his or her performance; that is, the student:
• establishes expectations for his or her own achievement;
• critiques his or her work in light of the established expectations;
• seeks and responds to advice and criticism from others.

Elementary School

a The student works with others to complete a task; that is, the student:
• reaches agreement with group members on what work needs to be done to complete the task and how the work will be tackled;
• takes a share of the responsibility for the work;
• consults with group members regularly during the task to check on progress in completing the task, to decide on any changes that are required, and to check that all parts have been completed at the end of the task.
b The student shows or explains something clearly enough for someone else to be able to do it.
c The student responds to a request from a client; that is, the student:
• interprets the client’s request;
• asks questions to clarify the demands of a task

Middle School

a The student takes responsibility for a component of a team project; that is, the student:
• reaches agreement with team members on what work needs to be done to complete the task and how the work will be tackled;
• takes specific responsibility for a component of the project;
• takes all steps necessary to ensure appropriate completion of the specific component of the project within the agreed upon time frame.
b The student coaches or tutors; that is, the student:
• assists one or more others to learn on the job;
• analyzes coaching or tutoring experience to identify more and less effective ways of providing assistance to support on-the-job learning;
• uses the analysis to inform subsequent coaching or tutoring activities.
c The student responds to a request from a client; that is, the student:
• consults with a client to clarify the demands of a task;
• interprets the client’s request and translates it into an initial plan for completing the task, taking account of available resources;
• negotiates with the client to arrive at an agreed upon plan.

High School

a The student participates in the establishment and operation of self-directed work teams; that is, the student:
• defines roles and shares responsibilities among team members;
• sets objectives and time frames for the work to be completed;
• establishes processes for group decision making;
• reviews progress and makes adjustments as required.
b The student plans and carries out a strategy for including at least one new member in a work program; that is, the student:
• plans and conducts an initial activity to introduce the new member to the work program;
• devises ways of providing continuing on-the-job support and advice;
• monitors the new member’s progress in joining the program, and revises the kinds and ways of providing support and advice accordingly;
• reviews the success of the overall strategy.
c The student completes a task in response to a commission from a client; that is, the student:
• negotiates with the client to arrive at a plan for meeting the client’s needs that is acceptable to the client, achievable within available resources, and includes agreed-upon criteria for successful completion;
• monitors client satisfaction with the work in progress and makes adjustments accordingly;
• evaluates the result in terms of the negotiated plan and the client’s evaluation of the result.