Tuesday, September 27, 2022, 12:21 AM
Site: Learnbps
Course: BPS-Success Skills 4Cs (BPS-SS 4Cs)
Glossary: HS Success Skills
B

BPS-HS.4Cs.CC.01

Under Development

(CC) Collaboration and Cooperation

Leadership and Initiative

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Shows an impressive ability to understand and perform each role on the team; can discern and verbalize which team member is appropriately matched for each role.
  • Provides leadership to the group in defining the mission and vision for the work.
  • Clearly articulates the team’s goals, thoughtfully organizes and divides the work, checks on progress, or provides focus and direction for the project.
  • Shares leadership; knows when to lead and when to follow.
  • Shows a willingness to challenge the mission and vision for the team’s work; diplomatically demonstrates a critical stance.
P Proficient
-
 

"The Standard"

  • Demonstrates a clear understanding of the scope and relevance of the team’s work; sufficiently describes the duties and/or roles of all team members.
  • Often helps clarify roles and responsibilities among team members.=Fulfills roles and responsibilities with little prompting or coaching.
A Approaching Proficiency
-
 
  • Demonstrates a limited understanding of the scope and relevance of the team’s work.
  • Periodically helps clarify responsibilities and/or roles and among team members, but more commonly needs clarification from team members.
  • Fulfills roles and responsibilities with regular prompting and coaching.
N Novice -
 
  • Frequently misunderstands the scope and relevance of the group’s work.
  • Misunderstands the duties and/or roles of team members.
  • Plays a passive role; tends to be an observer rather than taking initiative.

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.02

Under Development

(CC) Collaboration and Cooperation

Cooperation

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently enhances group productivity by making compromises, building consensus among team members and setting a positive tone in words and actions; shows understanding of the learning needs of group members.
P Proficient
-
 

"The Standard"

  • Consistently helps resolve conflict or address challenges within the group through discussion and consensus-building activities.
A Approaching Proficiency
-
 
  • Periodically, but not consistently, helps resolve conflict or address challenges within the group through discussion and consensus-building activities.
N Novice -
 
  • Often contributes to group challenges or confusion by withdrawing participation and/or setting a negative tone in words and actions.

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.03

Under Development

(CC) Collaboration and Cooperation

Flexibility

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently shows respect and empathy for the ideas, opinions, values, and feelings of other group members.
P Proficient
-
 

"The Standard"

  • Displays sufficient awareness of the diversity of ideas, opinions, and feelings of group members; consistently takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions.
A Approaching Proficiency
-
 
  • Displays minimal awareness of the diversity of ideas, opinions, and feelings of group members; sometimes takes other ideas, opinions, and perspectives into consideration and negotiates to reach workable solutions.
N Novice -
 
  • Rarely displays awareness of the diversity of ideas, opinions, and feelings of group members; tends to work in isolation with a fixed, inflexible perspective.

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.04

Under Development

(CC) Collaboration and Cooperation

Responsibility and Productivity

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Shows excitement about the task at hand; inspires and motivates the group.
  • Frequently produces large quantities of high-quality individual work; connects this work to the work of others in ways that improve the group’s overall work.=Always uses safe and ethical practices when communicating electronically.
  • Regularly employs a wide range of project management strategies that enhance the group’s effectiveness
    (e.g., creates timelines, identifies or sets goals, prioritizes and allocates tasks, organizes resource-gathering, monitors progress, and keeps group on task).
P Proficient
-
 

"The Standard"

  • Accepts responsibilities with a positive attitude.
  • Assists others as needed; values opinions and skills of all group members.
  • Is often well-prepared for group work; completes all individual action items on time.
  • Submits high-quality products; regularly meets specifications for assigned tasks.
  • Consistently and accurately prioritizes and monitors individual and team progress toward goals, making sufficient corrections and adjustment when needed.
A Approaching Proficiency
-
 
  • Shows a willingness to accept responsibilities.
  • Is sometimes hesitant to help others in need.
  • Is sometimes well-prepared for group work; completes some individual action items on time.
  • Products may be lacking in quality; periodically, but not consistently, meets specifications for assigned tasks.
  • Sometimes shows evidence of monitoring individual and team progress toward goals and prioritizing; periodically makes adjustments based on status of collaborative work.
N Novice -
 
  • Accepts responsibilities with hesitation.
  • Is unwilling to help others in need.
  • Is rarely well-prepared for group work; consistently submits work late.
  • Performs work that is often not related or is unimportant to the assignment; submits work that is incomplete and does not meet specifications for assigned task.
  • Focuses on his/her work in isolation; frequently ignores or misunderstands the goals of the group and the roles individual members play in producing quality collaborative work.

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.05

Under Development

(CC) Collaboration and Cooperation

Use of Tech Tools for Synchronous and Asynchronous

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Shows deep understanding of the current technological tools available for synchronous and asynchronous collaboration by informing the team about options and ways in which various tools can assist with productivity. Supports team members in using the selected tools appropriately and responsively; offers guidance regarding how to increase productivity through effective use of selected tools.
P Proficient
-
 

"The Standard"

  • Shows an awareness of the current technological tools available for collaboration, aids in the team’s selection of the most appropriate tools for the tasks, uses selected tools appropriately and responsibly in a manner that enhances the team’s productivity.
  • When collaborating asynchronously using technological tools, consistently uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work using an appropriate tone.
A Approaching Proficiency
-
 
  • Shows minimal awareness of the current technological tools available for collaboration; agrees to use tools selected by the team to complete the tasks. Generally uses selected tools appropriately and responsibly, but sometimes does so in a manner that decreases the team’s productivity.
  • Is beginning to demonstrate comfort and confidence in collaborating asynchronously using technological tools. Sometimes uses effective communication strategies to appropriately exchange information and read, interpret, and respond to collaborators’ work, but needs coaching at times on how to do so using an appropriate tone.
N Novice -
 
  • Shows a lack of awareness of the current technological tools available for collaboration, is hesitant to use tools selected by the team to complete tasks, and often uses selected tools in a manner that decreases the team’s productivity.
  • Is hesitant to collaborate asynchronously using technological tools; uses an inappropriate tone when collaborating with collaborators asynchronously.

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.06

Under Development

(CC) Collaboration and Cooperation

Responsiveness

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Shows a high comfort level in providing and receiving feedback; displays curiosity about the quality of work and seeks helpful, descriptive feedback from peers, the teacher, and experts involved; and provides and receives feedback in ways that advance the group’s ability to produce high-quality work.
P Proficient
-
 

"The Standard"

  • Consistently provides constructive feedback; delivers feedback effectively in a manner that is well-received by the recipients.
  • Proactively solicits feedback; consistently accepts and shows appreciation for constructive feedback.
A Approaching Proficiency
-
 
  • Is beginning to show confidence in offering feedback to team members; feedback is sometimes well-received.
  • Sometimes accepts constructive feedback; shows minimal appreciation for constructive feedback.
N Novice -
 
  • Refrains from offering feedback.
  • Responds to constructive feedback with a negative and/or disengaged attitude. Delivery of or response to constructive criticism limits the group’s ability to produce high-quality work (e.g., becomes defensive or provides vague, confusing commentary).

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CC.07

Under Development

(CC) Collaboration and Cooperation

Self-Regulation / Reflection

  • Collaborate with others.
  • Demonstrate ability to work effectively and respectfully with diverse teams.
  • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal.
  • Assume shared responsibility for collaborative work, and value the individual contributions made by each team member.
  • Work productively in teams for sustained periods of time to develop high-quality products.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is highly reflective and shows a strong capacity for self-critique.
P Proficient
-
 

"The Standard"

  • Consistently engages in self-critique and reflection on collaboration strengths and areas in need of improvement. Clearly describes learning as a result of collaboration experience.
    (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)
A Approaching Proficiency
-
 
  • Sometimes engages in self-critique and reflection on collaboration strengths and areas in need of improvement. Describes learning as a result of collaboration experience, but description lacks clarity.
    (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)
N Novice -
 
  • Rarely engages in self-critique or reflection on collaboration strengths and areas in need of improvement. Shows an inability to describe learning as a result of collaboration experience.
    (Where was the student’s collaboration strong? Where was it weak? How much support did he/she need? What improvements could be made in collaboration next time?)

 

 

Resources

Link to District Rubric

BPS-HS.4Cs.CI.01

Under Development

(CI) Creativity and Innovation

Idea Generation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
  
  • Shows an impressive level of depth of understanding of the problem, investigation, or challenge.=Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution.
  • Takes an original, unique, imaginative approach to idea generation.
  • Demonstrates a complete understanding of all the characteristics of divergent thinking skills, such as:
    • Fluency—generates a high volume of new ideas in response to open-ended questions or problems;
    • Flexibility—openness to examining ideas in unexpected ways;
    • Originality—generating options that are unusual or statistically infrequent;
    • Elaboration—making ideas richer or more complete;
    • Metaphorical thinking—using comparison or analogy to make new or unique connections, making the strange familiar, or the familiar strange.
  • Demonstrates a sophisticated understanding of mindfulness; uses all appropriate senses to discover details that might go unnoticed.
  • Finds important, interesting, and relevant information that others did not find from sources that others did not think of using.
  • Asks sophisticated, open-ended questions that lead to the generation of original ideas.
P Proficient
-
 

"The Standard"

  • Effectively finds a compelling problem or area of focus that demands their attention. Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
  • Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod).
  • Generates a sufficient volume of new ideas. Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
  • Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand.
  • Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions.
A Approaching Proficiency
-
 
  • Somewhat effectively, finds a compelling problem or area of focus that demands their attention. Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
  • Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task.
  • Communicates some new ideas, but the volume is not sufficient to spark a creative process. Asks, “Is my idea really new?” Learning from research about precedents is not sufficient to inform the creative innovation process.
  • Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or expanded enough to show a relationship to the creative challenge at hand.
  • Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions.
N Novice -
 
  • Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided.
  • Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy.=Generates few ideas.
  • Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand.
  • Shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas.
  • Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process.

 

Resources

Link to District Rubric

BPS-HS.4Cs.CI.02

Under Development

(CI) Creativity and Innovation

Idea Design and Refinement

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
  
  • Refines, strengthens, or develops ideas by analyzing possibilities in forward-thinking ways; regularly revises and revisits ideas to improve them (e.g., “tinkering”).
  • Sorts, arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes.
P Proficient
-
 

"The Standard"

  • Regularly makes sufficient revisions that advance and/or improve the quality and quantity of ideas.
  • Often draws complex connections between ideas using a variety of organizational techniques, such as categorization, prioritization, or classification.
A Approaching Proficiency
-
 
  • Uses organizational techniques such as categorization, prioritization, and classification to present ideas. Is beginning to show evidence of the ability to draw and explain complex connections between ideas.
  • Makes revisions, but has difficulty translating feedback into action items to sufficiently advance and/or improve the quality and quantity of ideas.
N Novice -
 
  • Makes limited revisions that rarely advance or improve the quality or quantity of ideas.
  • Presents ideas in isolation, without evidence of categorization or prioritization.

 

Resources

Link to District Rubric

BPS-HS.4Cs.CI.03

Under Development

(CI) Creativity and Innovation

Openness and Courage to Explore

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
  
  • Demonstrates high levels of curiosity, imagination, tenacity, and a sense of humor in exploring new concepts and ideas.
  • Displays a sophisticated understanding of and empathy for the context of a problem.
  • Comfortably takes risks, tolerates ambiguity, learns from mistakes, and displays a willingness to grow.
  • Often identifies problems or challenges before others are aware of them.
  • Critically examines conventional or authoritarian assertions; challenges one’s own assertions or beliefs; willingly expresses unconventional and possibly unpopular ideas.
P Proficient
-
 

"The Standard"

  • Is curious, flexible, and open to ambiguity in exploring ideas; consistently challenges existing parameters or ideas.
  • Clearly describes the larger context surrounding the issue with few errors.
  • Displays sufficient willingness to challenge and go beyond one’s underlying assumptions/beliefs when exploring ideas and solutions.
  • Consistently perseveres in exploring ideas when encountering moments of failure or constructive criticism; shows resilience in situations in which failure is part of the experience.
  • Has a clear vision of the end product or performance.
  • Displays sufficient resilience when confronted with production challenges or setbacks; is confident and able to take calculated risks and adapt plans.
A Approaching Proficiency
-
 
  • Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas, but needs encouragement and support; sometimes challenges existing parameters or ideas.
  • Describes the larger context surrounding the issue with few errors, but the description may lack clarity.
  • Is beginning to show willingness to challenge and go beyond one’s underlying assumptions or beliefs when exploring ideas and solutions.
  • Usually perseveres in exploring ideas when encountering moments of failure or constructive criticism.
  • Has a vision of the end product or performance.
  • Is beginning to display resilience when confronted with production challenges or setbacks, but sometimes lacks confidence and ability to take calculated risks and adapt plans.
N Novice -
 
  • Describes and explores ideas in black-and-white terms with little attention given to diverse points of view (or “shades of gray”); displays low tolerance for ambiguity; rarely challenges existing parameters or ideas.
  • Pursues simple questions that lead to a limited understanding of the full context of the question or problem.
  • Represents a single, often inflexible, perspective in pursuing ideas.
  • Frequently stops exploring ideas when encountering moments of failure or constructive criticism.
  • Has an unclear vision of the end product or performance. Frequently uses a single, inflexible method for producing products.

 

Resources

Link to District Rubric