Mission, Vision, Competencies, Standards, and Benchmarks

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o online quizzes and tests o cloud storage and organizational tools for managing assignments ‣ Applying computer fluency skills (e.g., typing, use of search engines) to academic work in the classroom setting. ‣ Determining which tools are most effective for academic tasks within each class context (whether mobile devices, conventional BYOD laptops, or school-owned devices and resources). Digital Citizenship, Responsibility, and Wellness ‣ Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. ‣ Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. ‣ Navigating the digital tools and expectations of a variety of course types, whether traditional face-to-face courses or blended and online courses required for graduation. Problem Solving, Creativity, and Innovation ‣ Using technology tools such as multimedia AV production, web design tools, for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. ‣ Using general purpose productivity tools and peripherals to support personal productivity, remediate skills, and facilitate learning across the curriculum. ‣ Using technology tools for individual and collaborative writing, communication, art expression, and publishing activities to create knowledge products for selected audiences. ‣ Applying design thinking principles to collaborative and individual projects or independent study research addressing real world problems. Communication and Collaboration Fluency ‣ Use technology resources effectively to access online information, communicate with others in support of direct and independent learning, and pursue personal interests. Information and Media Fluency ‣ Develop advanced search skills on various platforms for academic purposes, from search engines to academic databases. ‣ Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. Theological Integration ‣ Applying biblical principles to online choices and social media use. ‣ Creating media resources and academic work using tech and media tools with a view toward redemptive purpose. Back to Table of Contents
Vision Information Literacy 11 As a result of a CHCA education, students will demonstrate familiarity with and competence in accessing information resources whether print, electronic, or media, within or beyond their immediate learning community. Facilities that provide students access to an enriched environment of print and non-print resources enable CHCA students to become competent as learners, researchers, and communicators. Students who are information literate exhibit skills to access information efficiently and effectively and can evaluate informational texts, depictions, and content based on accuracy, objectivity, currency, coverage, and biblical worldview. Information literate students become independent, lifelong readers, learners, and digital consumers who value literature, read noteworthy titles, access digitized content from a variety of genres and literary styles, and who contribute positively to the learning community and to our democratic society. CHCA students will value the freedom of access to information in a democratic society and its public institutions that archive and circulate these materials. Students who are information literate construct meaning from information, create quality products, learn independently, participate as learners both independently and collaboratively, and use information technologies responsibly and ethically. CHCA is committed to providing students with those skills which enable them to reach their potential to serve God, their families, and communities in Christian leadership now and in the future. Standards and Core Competencies Students work to master the following overarching skills: ❖ Information Literacy ❖ Communication and Collaboration Fluency ❖ Social Responsibility ❖ Self-Assessment ❖ Theological Integration 11 CHCA derives its information literacy curriculum in part from the American Association of School Librarians Learning Standards for the 21st Century Learner https://standards.aasl.org and the Partnership for 21st Century Skills http://p21.org/ A Framework for 21st Century Learning. Back to Table of Contents
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MISSION, VISION, COMPETENCIES, STAN
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Our Mission Cincinnati Hills Christ
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Our Promise Statement Centered in t
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Together, our Vision Statements, Co
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Core Competencies: Mapping Skills A
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Breakdown of Competencies Competenc
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Competency: Spiritual Formation Des
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Vision English Language Arts 1 Thro
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Competency: Reading—Application o
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Competency: Writing—Information F
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Benchmarks By close of grade 6, Low
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‣ Apply reading comprehension str
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‣ Organize writing using a draft
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Speaking/Listening/Discussion ‣ E
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Vision Mathematics 2 Mathematics is
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Competency: Attend to precision. Es
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By close of grade 12, Upper School
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Geometry and Geometry VT Within the
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Advanced Placement Calculus AB By c
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Vision Science 3 Science is a metho
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E Essential Questions: ‣ How do w
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‣ Apply scientific ideas, princip
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Benchmarks By close of grade 6, Low
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‣ The amount (weight) of matter i
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‣ Support an argument that the gr
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‣ Investigate fossil records whic
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‣ Describe collisions of objects
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Advanced Placement Science Courses
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Vision Social Studies 4 Students ac
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‣ What pieces of history show us
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Core Understandings: Students will
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Competency: Communication and Colla
Page 65 and 66: Core Competencies ‣ Use diagrams,
Page 67 and 68: Advanced Placement Social Studies B
Page 69 and 70: Modern World Languages: Spanish 5 V
Page 71 and 72: Competency: Making Connections, Com
Page 73 and 74: ‣ Listing and identifying practic
Page 75 and 76: ‣ Plan real or imaginary travel t
Page 77 and 78: ‣ Listen to music, sing songs, or
Page 79 and 80: Modern World Languages: Mandarin Ch
Page 81 and 82: Benchmarks: Mandarin Chinese Lower
Page 83 and 84: ‣ Communication Strategies (How d
Page 85 and 86: Classical World Languages 7 Vision
Page 87 and 88: Core Understandings: Students will
Page 89 and 90: Comparisons ‣ Demonstrating the r
Page 91 and 92: for coping with high levels of stre
Page 93 and 94: ‣ Identify the five sense organs
Page 97 and 98: Competency: Building Manipulative S
Page 99 and 100: Vision Fine Arts, Music As a result
Page 101 and 102: Competency: Creativity and Musical
Page 103 and 104: ‣ Perform with expression and tec
Page 105 and 106: Vision Fine Arts, Visual 9 CHCA Vis
Page 107 and 108: Competency: Creativity and Artistic
Page 109 and 110: Advanced Placement Art By close of
Page 111 and 112: Breakdown of Competencies Competenc
Page 113 and 114: ‣ How do I know which ideas are
Page 115: ‣ Developing habits of navigating
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Mission, Vision, Competencies, Standards, and Benchmarks

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