MS Success Skills


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(CC) COLLABORATION AND COOPERATION

BPS-MS.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 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 shares position on the mission and vision.
P Proficient
-
 

"The Standard"

  • Demonstrates a clear understanding of the scope and importance of the group’s work.
  • Plays an active role and offers significant contributions to the establishment of the group’s goals and deadlines.
  • Fulfills roles and responsibilities with little prompting or coaching.
A Approaching Proficiency
-
 
  • Demonstrates a limited understanding of the scope and importance of the group’s work.
  • Offers minor contributions to the establishment of the group’s goals and deadlines.
  • Fulfills roles and responsibilities with regular prompting and coaching.
N Novice -
 
  • Frequently misunderstands the scope and importance of the group’s work.
  • Refrains from contributing to discussion about the group’s goals and deadlines.
  • Plays a passive role in carrying out the work of the group; tends to be an observer rather than taking the initiative.

 

Resources

Link to District Rubric


BPS-MS.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 in the group through discussion and consensus-building activities; 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
-
 
  • Periodically, but not consistently, follows agreed-upon norms for respectful discussions and decision-making.
N Novice -
 
  • Rarely follows agreed-upon norms for respectful discussions and decision-making

 

Resources

Link to District Rubric


BPS-MS.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  
   
  • Compares and contrasts diverse ideas and opinions shared by team members; identifies points of agreement and disagreement; can look at ideas from multiple perspectives.
P Proficient
-
 

"The Standard"

  • Acknowledges and shows understanding of the diverse ideas and opinions expressed by group members; consistently shows a willingness to change his/her ideas or opinions based on the information exchanged.
A Approaching Proficiency
-
 
  • Shows understanding of the various ideas and opinions of group members; sometimes shows a willingness to change his/her ideas or opinions based on the information exchanged.
N Novice -
 
  • Demonstrates a willingness to listen to the ideas and opinions expressed by group members, but does not always show understanding; explains his/her own ideas and opinions, but rarely shows a willingness to change his/her ideas or opinions based on the information exchanged.

 

Resources

Link to District Rubric


BPS-MS.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.
  • Consistently and accurately monitors individual and team progress toward goals, making sufficient corrections and adjustments when needed.
  • Provides suggestions regarding resources that can assist others in their work.
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 prioritizes and tracks the group’s progress toward established goals and deadlines.
A Approaching Proficiency
-
 
  • Shows a willingness to accept responsibilities.
  • Sometimes helps 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.
  • Periodically prioritizes and tracks the group’s progress toward established goals and deadlines.
N Novice -
 
  • Shows a lack of willingness to accept responsibilities.
  • Rarely helps 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.
  • Rarely prioritizes and tracks the group’s progress toward established goals and deadlines.

 

Resources

Link to District Rubric


BPS-MS.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 uses selected tools appropriately and responsibly in a manner that enhances the group’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
P Proficient
-
 

"The Standard"

  • Shows awareness of the range of current technological tools available and how they can be used for collaboration, effectively uses tools selected to complete the tasks, and is beginning to use the selected tools appropriately and responsibly in a manner that increases the team’s productivity.
  • Is beginning to demonstrate comfort and confidence in collaborating asynchronously using technological tools.
A Approaching Proficiency
-
 
  • Is beginning to show awareness of the range of current technological tools available and how they can be used for collaboration; uses tools selected to complete the tasks, but often uses the selected tools in a manner that decreases the team’s productivity.
  • Shows a lack of comfort and confidence in collaborating asynchronously using technological tools, but can be guided to do so.
N Novice -
 
  • Shows a lack of awareness of the range of current technological tools available and how they can be used for collaboration; is beginning to demonstrate skill and confidence in the use of the tools selected, but does not actually use the tools to assist in completion of tasks.
  • Refrains from collaborating asynchronously using technological tools.

 

Resources

Link to District Rubric


BPS-MS.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 provides constructive feedback; delivers feedback effectively in a manner that is well-received by the recipients.
  • Proactively seeks feedback; consistently accepts and shows appreciation for constructive feedback.
P Proficient
-
 

"The Standard"

  • Consistently provides constructive feedback; delivers feedback effectively in a manner that is well-received by the recipients.
  • Proactively seeks 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-MS.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"

  • 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?)
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


(CI) CREATIVITY AND INNOVATION

BPS-MS.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  
   
  • Generates a high volume of clear ideas to meet the challenge.
  • Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity.
  • Shows skill in asking open-ended questions that lead to the generation of original ideas.
  • Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
  • Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
  • Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge.
  • Generates few ideas; offers ideas that are often vague and relate loosely to the challenge.

 

Resources

Link to District Rubric


BPS-MS.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  
   
  • Sorts, arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes.
  • Makes revisions that significantly improve the quality of ideas.
P Proficient
-
 

"The Standard"

  • Effectively uses organizational techniques such as categorization, prioritization, and classification to evaluate ideas; uses results to select the best idea and provides a clear rationale for decision.
  • Reviews feedback, translates feedback into logical “next steps,” and makes revisions that improve the quality of the idea.
A Approaching Proficiency
-
 
  • Is beginning to demonstrate the ability to use organizational techniques such as categorization, prioritization, and classification to evaluate ideas; selects the best idea, but rationale for decision lacks clarity.
  • Reviews feedback and translates feedback into “next steps,” but is unable use feedback to improve the quality of the idea.
N Novice -
 
  • Reviews ideas without evidence of categorization or prioritization; selects an idea, but is unable to provide a rationale for the decision.

 

 

Resources

Link to District Rubric


BPS-MS.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  
   
  • Is curious, flexible, and open to ambiguity in exploring ideas.
  • Displays sufficient resilience when confronted with production challenges/setbacks. Is confident and able to take calculated risks and adapt plans.
  • Consistently challenges existing boundaries and ideas.
P Proficient
-
 

"The Standard"

  • Demonstrates openness to ambiguity in exploring ideas.
  • Shares a clear vision of the end product or performance.
  • Consistently perseveres when presented with challenges, shows resilience in situations in which failure is part of the experience, and shows confidence and an ability to take risks.
A Approaching Proficiency
-
 
  • Is beginning to display tolerance for ambiguity.
  • Shows a somewhat clear vision of the end product or performance.
  • Usually perseveres when presented with challenges.
N Novice -
 
  • Displays low tolerance for ambiguity.
  • Shares an unclear vision of the end product or performance.
  • Sometimes perseveres when presented with challenges.

 

Resources

Link to District Rubric



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