K-12 performance tasks in 

Students are asked to design an access ramp, which complies with the Americans with Disabilities Act (ADA) requirements, to make our school more accessible. Students collect data, research standards and develop a ramp design to determine costs, using local pricing, for two types of ramps, wooden and concrete.

Students will video themselves hitting, kicking, or throwing a ball. They will then load the video into a free video analysis application (https://noragulfa.com/sigmund/) and analyze it to determine the ball's initial velocity and launch angle. Students will then determine how to adjust their hit, kick, or throw to increase the ball's range.

Students will create a design for an architectural structure to replace an empty space in our town. The architectural designs need to include at least one of each shape (cylinder, pyramid, cone, sphere and prism) as well as at least one shape that is a combination of two or more 3D shapes. Students need to create their design using the lot parameters provided by the teacher which include depth, height, and surface area of the build space. Students will need to justify how their design maximizes the available space in a way that would be useful and beneficial to the town.

Students will construct a portfolio showcasing academic and career growth over the past 4 years. This project will fulfill pieces of the My Career and Academic Plan (MyCAP) as described by DESE culminating with a Performance Assessment Project that demonstrates growth within their vocational setting based upon Chapter 74 VTE strands. Along with completion of the project, students will give a presentation that demonstrates proficiency of trade skills and incorporated academic skills. The components of this assessment are designed to show students' learning progress and achievement in order to better prepare them for the interview process of selling themselves through their skills and achievements.

In this task students are asked to come up with a survey question of their own after brainstorming things that interest themselves. They will then survey the grade level to collect data. Once the data collection is done, each student will create either a scaled picture or scaled bar graph based on the data they collected. Finally, they will create a report, either a TV news segment or a newspaper article, describing and analyzing the results from their survey.

Students create a plan to build a dog park in their city or town. They will be given a plot of land and divide it into fractional portions depending on the features they would like to include in the park. They must describe how they divided up their land to developers in their pitch to have their design chosen.

Students design a new outdoor space with enclosed areas for specific recess activities. They must design a proposal using a template with thirds or fourths and then redesign using sixths or eighths. Students must prove to the design committee that in both designs, the activities take up the same fractional space and that the fractions are equivalent.

Students will take on the role of a school principal or teacher designing a classroom. They will be charged with purchasing necessary materials and furniture for the class, keeping track of the amount of money spent, and keeping under a budget.

Students will collect, organize and interpret data in the classroom to create a visual display of the students' favorite season. Students will collect data about individual season preferences in a table and then choose a type of graph to make into a visual display. Finally, students will use the graphs to answer questions about class season preferences.

After reading The Recess Queen as a read aloud, students will be "hired" to design a cover for the book that explains the main idea. Students can choose to illustrate, use words, or use another method to demonstrate the book's main idea. Then, students will orally explain their product and how it displays a summary of the story's big idea. Students will vote on their favorite cover and we will "replace" the cover with the student's work for our classroom. Note: This task can be adapted for almost any story that the class reads together.