MS Success Skills


(CP) Communication and Presentation

BPS-MS.4Cs.CP.01

Under Development

(CP) Communication and Presentation

Engaging in Conversations and Discussions

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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  
   
  • Asks probing questions that lead to greater understanding and help the collaborators think more deeply about the discussion topic.
  • Consistently delivers feedback in a manner that makes the recipients feel respected.
  • Consistently communicates positively and indicates that collaborators’ opinions and ideas are valued.
P Proficient
-
 

"The Standard"

  • Applies effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Poses questions that connect to ideas shared during discussion, Usually clarifies, verifies, or challenges ideas and conclusions with diplomacy, without coming across as argumentative or defensive; consistently participates relevantly in conversations.
  • Is beginning to deliver feedback in a manner that makes the recipients feel respected; can be direct, but shows care and respect.
  • Is usually positive and is beginning to express that collaborators’ opinions and ideas are valued.
A Approaching Proficiency
-
 
  • Is beginning to apply effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Poses questions that contribute to the discussion, but questions sometimes do not closely link to the ideas shared by collaborators; inconsistently clarifies, verifies, or challenges ideas; and sometimes participates relevantly in conversations.
  • Delivers feedback, but sometimes comes across as lacking respect when attempting to be direct.
  • Is usually positive, but inconsistently lets collaborators know that their opinions and ideas are valued.
N Novice -
 
  • Rarely uses interpersonal skills that are necessary for effective communication.
  • Rarely responds to questions during conversations. When attempting to clarify, verify, or challenge ideas, often comes across as argumentative or defensive; rarely participates relevantly in conversations.
  • Rarely delivers feedback in a manner that makes the recipients feel respected.
  • Often shows negativity.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.02

Under Development

(CP) Communication and Presentation

Using 21st Century Communication Tools

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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 develops a clear, focused, and specific message when communicating using 21st century tools; both the sender and the receiver understand the same information as a result of the communication.
  • Consistently uses a format, level of formality, and style that is appropriate based on the communication purpose and channel when communicating using digital media and environments.
P Proficient
-
 

"The Standard"

  • Usually develops clear, focused, concise, and specific messages when communicating using digital media and environments (i.e., telecommunications and online resources for asynchronous and synchronous communication). Messages are usually crafted so that both the sender and the receiver understand the same information as a result of the communication.
  • Usually uses a format, level of formality, and style that is appropriate based on the communication purpose and channel when communicating using 21st century tools.
A Approaching Proficiency
-
 
  • Develops messages to communicate using digital media and environments, but the messages lack clarity, focus, and specificity.
  • Uses a format, level of formality, and style that is inappropriate based on the communication purpose and channel messages when communicating using 21st century tools.
N Novice -
 
  • Shows an understanding of digital media and environments and how they can be used for communication, but rarely uses the tools for communication.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.03

Under Development

(CP) Communication and Presentation

Listening

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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  
   
  • When listening, deciphers meaning, including the speaker’s values and attitudes.
  • Listens actively and attentively, demonstrates interest in the speaker’s message, and provides verbal or nonverbal feedback to indicate that the message was received; shows understanding.
  • Consistently honors established norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).
P Proficient
-
 

"The Standard"

  • Uses strategies to listen effectively: connects the information shared by the speaker to own background knowledge and experience, identifies the key points the speaker is trying to convey, and draws logical inferences and conclusions that show understanding.
  • Frequently asks clarifying questions about the speaker’s intended message.
  • Usually listens actively and attentively, demonstrates interest in the speaker’s message, and is beginning to provide verbal or nonverbal feedback to indicate that the message was received and to show understanding.
  • Recognizes and usually honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).
A Approaching Proficiency
-
 
  • Is beginning to use strategies to listen effectively: connects the information shared by the speaker to own background knowledge and experience, but sometimes confuses the key points the speaker is trying to convey; draws inferences and conclusions that show some understanding.
  • Sometimes asks questions to gain clarification about the intended message.
  • Is beginning to show ability to listen actively and attentively; demonstrates interest in the speaker’s message, but does not provide verbal or nonverbal feedback to indicate that the message was received and to show understanding.
  • Honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”) with reminders.
N Novice -
 
  • Is building a foundation to listen effectively: connects the information shared by the speaker to own background knowledge and experience, but often confuses the key points the speaker is trying to convey; draws inferences and conclusions that show minimal understanding.
  • Rarely asks questions to gain clarification about intended message; is building a foundation to do so, with confidence.
  • Listens inattentively, demonstrates a lack of interest in the speaker’s message, and appears to be disengaged.
  • Rarely honors agreed-upon discussion norms related to listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.04

Under Development

(CP) Communication and Presentation

Communicating in Diverse Environments

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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  
   
  • Bridges cultural differences to communicate effectively with learners from other cultures during collaborative experiences; compromises and shows respect and openness to those whose views on the world may be different, while working toward a common goal.
P Proficient
-
 

"The Standard"

  • Develops cultural understanding by communicating with learners from other cultures; shows understanding of the perspectives of the world that learners from other cultures bring to the table.
  • Is beginning to communicate effectively in diverse environments (including multi-lingual). Shows understanding that the use of colloquialisms, jargon, or slang makes it difficult for some learners from other cultures to understand what the student is trying to communicate.
A Approaching Proficiency
-
 
  • Is beginning to develop cultural understanding by communicating with learners from other cultures; shows some understanding of the perspectives of the world that learners from other cultures bring to the table.
  • Is building a foundation to communicate effectively in diverse environments (including multi-lingual); is beginning to show awareness that use of colloquialisms, jargon, and slang make it difficult for collaborators to understand what the student is trying to communicate.
N Novice -
 
  • Rarely communicates with learners from other cultures; shows limited understanding of the perspectives of the world that learners from other cultures bring to the table.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.05

Under Development

(CP) Communication and Presentation

Delivering Oral Presentations

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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  
   
  • Discusses presentation topic with passion and excitement; generates a high level of interest from the audience.
P Proficient
-
 

"The Standard"

  • Presents claims and findings; communicates in a focused, clear manner with an appropriate amount of descriptions, facts, details, and examples. Uses appropriate eye contact, adequate volume, and clear pronunciation.
  • Use of digital media enhances audience understanding and adds interest.
  • When delivering oral presentations, accurately and confidently fields grade-level appropriate questions to demonstrate conceptual understanding and knowledge.
A Approaching Proficiency
-
 
  • Presents claims and findings; presentation is somewhat focused and clear. Added descriptions, facts, details, and examples would enhance the quality of the presentation. Makes some eye contact and speaks loudly enough for some audience members, but mispronounces some words.
  • Use of digital media somewhat enhances audience understanding and adds interest.
  • When delivering oral presentations, is able to accurately answer some grade-level appropriate questions to demonstrate conceptual understanding and knowledge. Is beginning to show confidence when fielding questions during presentations; offers clear responses to some questions.
N Novice -
 
  • Presents claims and findings; presentation lacks focus and clarity; and communicates a limited amount of descriptions, facts, details, and examples. Does not look at audience, uses a volume that is too low to be heard, and pronounces several words incorrectly.
  • Use of digital media detracts from the presentation and diminishes audience understanding and interest.
  • When delivering oral presentations, is able to accurately answer few grade-level appropriate questions to demonstrate conceptual understanding and knowledge. Shows a lack of confidence when fielding questions during presentations; offers responses to few questions, but responses lack clarity.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CP.06

Under Development

(CP) Communication and Presentation

Self-Regulation / Reflection

  • Use effective interpersonal skills during conversations and discussion to build positive relationships with others and promote collaborative learning.
  • Communicate interactively and effectively to support individual learning and contribute to the learning of others using a range of contemporary tools, transmissions and processes.
  • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. Communicate ideas through the creation of authentic products using a combination of words, data, and visual representations to inform, persuade and entertain others.
  • Communicate effectively in diverse environments (including multi-lingual). Show cultural understanding and global awareness when engaging with learners of other cultures.
  • Deliver effective oral presentations to communicate the results of inquiry. Field questions to demonstrate conceptual understanding and knowledge, along with details about the inquiry process

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  
    Accurately identifies underlying causes that influence communication challenges or breakdowns; consistently identifies action items to improve communication.
P Proficient
-
  "The Standard" Consistently reflects accurately on the level of success of communications. (Where was his/her communication strong? Where was it weak? How much support did he/she need? What improvements could be made in communication next time?)
A Approaching Proficiency
-
  Sometimes reflects accurately on the level of success of communications. (Where was his/her communication strong? Where was it weak? How much support did he/she need? What improvements could be made in communication next time?)
N Novice -
  Discusses presentation topic with passion and excitement; generates a high level of interest from the audience.

 

Resources

Link to District Rubric