This is a task neutral proficiency scale for 1-ESS1-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with five elementary teachers.

This is a task neutral proficiency scale for 3-PS2-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with five elementary teachers.

Note: Proficiency scales assume learning progression. A student that can independently plan and conduct an investigation could be building off a collaborative investigation by changing their variables.

This is a task neutral proficiency scale for 5-ESS1-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with five elementary teachers.

This is a task neutral proficiency scale for MS-ESS1-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with four middle school teachers. Note: Proficiency scales assume learning progression.

This is a task neutral proficiency scale for MS-ETS1-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with four middle school teachers. Note: Proficiency scales assume learning progression.

This is a task neutral proficiency scale for MS-LS1-6. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with four middle school teachers. Note: Proficiency scales assume learning progression.

When should “Should We Ban It?” be used?“Should We Ban It?” is a speaking lesson plan download aimed at adult and adolescent students with upper-intermediate proficiency levels and above. It is perfect for both individuals and groups, helping promote fluency in speaking and spark healthy discussion about individual and societal value changes over time. Keep in mind that the content of this lesson is controversial — we advise you to review the entire lesson before teaching. This lesson is inappropriate for young learners.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate High world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.  This document is a student-friendly self-assessment activity for Intermediate Low world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.  It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.