NETS Performance Indicators – All students should have opportunities to demonstrate the following performances.


  1. Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
  2. Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
  3. Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse
  4. Use content-specific tools, software, and simulations to support learning and research.
  5. Apply productivity / multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
  6. Design, develop, publish, and present products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
  7. Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
  8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
  9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
  10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.


ISTE Technology Foundation Standards

These categories provide a framework for linking performance indicators to the standards.  Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.


  1. Basic operations and concepts
  2. Social, ethical, and human issues
  3. Technology productivity tools
  4. Technology communication tools
  5. Technology research tools
  6. Technology problem-solving and decision making tools




New Standards – Performance Standards (Volume 2 – Middle School)

Technology is a tool.  We do not abstractly teach tools, but rather teach life through the tools that are appropriate for the times.  A project-based integration of technology throughout the curriculum results in overlap of performance standards that are addressed the core content areas as well as the technology curriculum.


E1 – Reading

E1c – The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:

·        Restates or summarizes information;

·        Relates new information to prior knowledge and experience;

·        Extends ideas;

·        Makes connections to related topics or information.

E1e – The student demonstrates familiarity with a variety of functional documents and produces written or oral work that does one or more of the following:

·        Identifies the institutional context of the document;

·        Identifies the sequence of activities needed to carry out a procedure;

·        Analyzes or uses the formatting techniques used to make a document user-friendly;

·        Identifies any information that is either extraneous or missing in terms of audience and purpose or makes effective use of relevant information.


E2 – Writing

E2a – Student produces a report

E2b – Student produces a response to literature

E2c – Student produces a narrative account

E2d – Student produces a narrative procedure

E2e – Student produces a persuasive essay


E3 – Speaking, Listening, and Viewing

E3b – Student participates in group meetings

E3c – Student prepares and delivers an individual presentation

E3d – Student makes informed judgments about television, radio, and film productions


E4 – Conventions, Grammar, and Usage of the English Language

E4a – Student demonstrates and understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work.

E4b – Student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought.  The student’s revisions should be made in light of the purposes, audiences, and contexts that apply to the work.


E5 – Literature

E5b – Student produces work in at least one literary genre that follows the conventions of the genre.


M3 – Functions and Algebra Concepts

M3b – represents relationships with tables, graphs, in the coordinate plane, and verbal or symbolic rules.

M3c – Analyzes tables, graphs, and rules to determine functional relationships.


M4 – Statistics and Probability Concepts

M4a – Collects data, organizes data, and displays data with tables, charts, and graphs that are appropriate.

M4b - Analyzes data with respect to characteristics of frequency and distribution, including mode and range.

M4c – Analyzes appropriately central tendencies of data by considering mean and median.

M4d – Makes conclusions and recommendations based on data analysis.

M4e – Critiques the conclusions and recommendations of others’ statistics.

M4g – Formulates hypotheses to answer a question and uses data to test hypotheses.


M5 – Problem Solving and Mathematical Reasoning

M5a – Participates in the formulation of problems; that is, given the basic statement of a problem situation, the student formulates and solves a variety of meaningful problems; extracts pertinent information from situations and figures out what additional information is needed.

M5b – Student makes the basic choices involved in planning and carrying out a solution; that is, the student uses a variety of approaches and understands and evaluates those of others; invokes problems solving strategies, such as illustrating with sense-making sketches to clarify situations or organizing information in a table; determines how to break a problem in to simpler parts; solves for unknown or undecided quantities using algebra, graphing, sound reasoning, and other strategies; integrates concepts and techniques from different areas of mathematics; works effectively in teams when the nature of the task or the allotted time makes this an appropriate strategy.

M5c – Student provides closure to the solution process through summary statements and general conclusions.

M7 – Mathematical Communication

M7a – Uses mathematical language and representations with appropriate accuracy, including numerical tables and equations, simple algebraic equations and formulas, charts, graphs, and diagrams.

M7d – Exhibits developing reasoning abilities by justifying statements and defending work.

M7e – Shows understanding of concepts by explaining ideas not only to teachers and assessors but fellow students or younger students.


M8 – Putting Mathematics to Work

M8 – Data study based on civic, economic, or social issues, in which the student selects an issue to investigate; makes a hypothesis on an expected finding, if appropriate, gathers data, analyzes the data using concepts from Standard 4; shows how the study’s results compare with the hypothesis; uses pertinent statistics to summarize; prepares a presentation or report that includes the question investigated, a detailed description of how the project was carried out, and an explanation of the findings.


S4 – Scientific Connections and Applications

S4d – Student produces evidence that demonstrates understanding of the impact of technology, such as constraints and trade-offs; feedback; benefits and risks; and problems and solutions


S6 Scientific Tools and Technologies

S6a – The student demonstrates competence with the tools and technologies of science by using them to collect data, make observations, analyze results, and accomplish tasks effectively, that is, the student uses technology and tools (such as traditional laboratory equipment, video, and computer aids) to observe and measure objects, organisms, and phenomena, directly, indirectly, and remotely.

S6b – records and stores data using a variety of formats, such as data bases, audiotapes, and videotapes.

S6c – Collects and analyzes data using concepts and techniques in Mathematics Standard 4.

S6d – Acquires information from multiple sources, such as print, the Internet, computer data bases, and experimentation.

S6e – Recognizes sources of bias in data, such as observer and sampling biases.


S7 – Scientific Communication

S7a – The student demonstrates effective scientific communication by clearly describing aspects of the natural world using accurate data, graphs, or other appropriate media to convey depth of conceptual understanding in science, that is, the student represents data and results in multiple ways, such as numbers, tables, and graphs; drawings, diagrams, and artwork; and technical and creative writing.

S7c – Critiques published materials.

S7e – Communicates in a form suited to the purpose and the audience, such as by writing instructions that others can follow; critiquing written and oral explanations; and using data to resolve disagreements.


S8 – Scientific Investigation

S8d – Secondary research, such as use of others’ data.


A1  Problem Solving – Middle School

A1a - The student conducts projects involving at least two of the following kinds of problem solving each year and, over the course of the middle school, conducts projects involving all three kind 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.


A2  Communication Tools and Techniques – Middle School

A2c 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.


A3  Information Tools and Techniques – Middle School

A3b  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.