HS Success Skills


(CC) Collaboration and Cooperation

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