3-5 Success Skills


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B

BPS-EL.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  
   
  • Provides leadership to the group by checking on progress and providing direction.
  • Fulfills roles and responsibilities with little prompting or coaching.
P Proficient
-
 

"The Standard"

  • Demonstrates a clear understanding of the scope and importance of the group’s work.
  • Consistently shows responsibility for carrying out the plans.
A Approaching Proficiency
-
 
  • Demonstrates a limited understanding of the scope and importance of the group’s work.
  • Sometimes shows responsibility for carrying out the plans.
N Novice -
 
  • Frequently misunderstands the scope and importance of the group’s work.
  • Rarely shows responsibility for carrying out the plans.

Resources

Link to District Rubric


BPS-EL.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 works to address challenges within the group through discussion; shows understanding of the learning needs of group members.
P Proficient
-
 

"The Standard"

  • Consistently follows agreed-upon norms for respectful discussions and decision-making; consistently accepts and fulfills individual role within group.
A Approaching Proficiency
-
 
  • Sometimes follows agreed-upon norms for respectful discussions and decision-making; sometimes carries out assigned roles.
N Novice -
 
  • Rarely follows agreed-upon norms for respectful discussions and decision-making; rarely carries out assigned roles.

 

Resources

Link to District Rubric


BPS-EL.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 a willingness to change his/her ideas or opinions/positions based on the information exchanged.
P Proficient
-
 

"The Standard"

  • Shows clear understanding and appreciation of the various ideas, opinions/positions, and skills of group members.
A Approaching Proficiency
-
 
  • Shows limited understanding and appreciation of the various ideas and opinions of group members.
N Novice -
 
  • Demonstrates a willingness to listen to the ideas and opinions/positions expressed by group members, but shows a lack of understanding and appreciation.

 

Resources

Link to District Rubric


BPS-EL.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, and consistently produces high quality individual work.
P Proficient
-
 

"The Standard"

  • Accepts responsibilities with a positive attitude, assists others as needed, values opinions and skills of all group members, and regularly meets task requirements.
A Approaching Proficiency
-
 
  • Shows a willingness to accept responsibilities; sometimes helps others in need; and periodically, but not consistently, meets task requirements.
N Novice -
 
  • Shows a lack of willingness to accept responsibilities, rarely helps others in need, and submits work that is incomplete and does not meet task requirements.

 

Resources

Link to District Rubric


BPS-EL.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  
   
  • Consistently demonstrates comfort and confidence in collaborating synchronously and asynchronously using technology.
P Proficient
-
 

"The Standard"

  • Is beginning to demonstrate comfort and confidence in collaborating synchronously and asynchronously using technology.
A Approaching Proficiency
-
 
  • Shows a lack of comfort and confidence in collaborating synchronously and asynchronously using technology, but can be guided to do so.
N Novice -
 
  • Refrains from collaborating synchronously and asynchronously using technology.

 

Resources

Link to District Rubric


BPS-EL.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  
   
  • Consistently delivers feedback effectively in a manner that is well-received by the recipients.
P Proficient
-
 

"The Standard"

  • Consistently provides constructive feedback; feedback is usually well-received; and accepts and is beginning to show appreciation for constructive feedback.
A Approaching Proficiency
-
 
  • Shows a lack of confidence in the ability to offer feedback to team members, but can be guided to do so.
  • Shows a lack of comfort in receiving feedback from team members, but can be guided to do so without showing a negative attitude or becoming defensive.
N Novice -
 
  • Refrains from offering feedback; responds to constructive feedback with a negative attitude or defensiveness.

 

Resources

Link to District Rubric


BPS-EL.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  
   
  • Consistently asks for feedback and accepts and shows appreciation for constructive feedback.
P Proficient
-
 

"The Standard"

  • Consistently reflects on collaboration accurately.
    (When did he/she show strong collaboration skills? How much support was needed? What improvements could he/she make in collaboration skills next time?)
A Approaching Proficiency
-
 
  • Sometimes reflects on collaboration accurately.
    (When did he/she show strong collaboration skills? How much support was needed? What improvements could he/she make in collaboration skills next time?)
N Novice -
 
  • Rarely reflects on collaboration accurately.
    (When did he/she show strong collaboration skills? How much support was needed? What improvements could he/she make in collaboration skills next time?)

 

Resources

Link to District Rubric


BPS-EL.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  
  
  • Provides a thorough description of the problem, investigation, or challenge, including all important details. In his/her own words. Creates a large number of clear ideas to meet the challenge; uses a unique and imaginative approach when generating ideas.
P Proficient
-
 

"The Standard"

  • Clearly explains the problem, investigation, or challenge in his/her own words. Creates an acceptable number of ideas to meet the challenge; ideas include enough detail to spark a creative process.
A Approaching Proficiency
-
 
  • Explains the problem, investigation, or challenge in his/her own words, but explanation is a little unclear. Creates a small number of ideas to meet the challenge.
N Novice -
 
  • Shows an inability to explain the problem, investigation, or challenge in his/her own words. Creates a small number of ideas to meet the challenge, but the ideas do not clearly connect to the challenge.

 

Resources

Link to District Rubric


BPS-EL.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  
  
  • Uses organizational techniques (such as categorization, prioritization, and classification) to assess ideas. Explains connections between ideas.
P Proficient
-
 

"The Standard"

  • Reviews options and identifies the best idea to meet the challenge; clearly explains decision, reviews feedback, and determines reasonable "next steps" to improve the idea.
A Approaching Proficiency
-
 
  • Reviews options and identifies the best idea to meet the challenge, but explanation for the decision lacks clarity. Reviews feedback and determines "next steps" that are somewhat reasonable to improve the idea.
N Novice -
 
  • Shows an understanding of the importance of reviewing and selecting the best idea to meet the challenge, but is unable to select an idea and provide an explanation or determine “next steps” based on feedback.

 

Resources

Link to District Rubric


BPS-EL.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  
  
  • Consistently perseveres when presented with challenges; shows confidence and ability to take risks.
  • Is beginning to develop curiosity, flexibility, and openness to ambiguity in exploring ideas.
P Proficient
-
 

"The Standard"

  • Is beginning to demonstrate openness to ambiguity in exploring ideas; usually perseveres when presented with challenges.
  • Responds to failure by reflecting and identifying what can be learned from the experience; shows a clear vision of the end product or performance.
A Approaching Proficiency
-
 
  • Displays low tolerance for ambiguity; sometimes perseveres when presented with challenges.
  • Has a somewhat clear vision of the end product or performance.
N Novice -
 
  • Displays a lack of tolerance for ambiguity; usually stops exploring ideas when presented with challenges.
  • Describes a vision of the end product or performance, but the vision is unclear.

 

Resources

Link to District Rubric



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