HS Success Skills


(CI) Creativity and Innovation

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


BPS-HS.4Cs.CI.04

Under Development

(CI) Creativity and Innovation

Work Creatively with Others

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  
  
  • Student initiates collaborative, creative activities or challenges; frequently acts as an "idea leader" in activities.
  • Displays a sophisticated level of openness and responsiveness to new and diverse perspectives; incorporates group input and feedback into the work.
P Proficient
-
 

"The Standard"

  • Works collaboratively with others.
  • Communicates ideas and feedback to others effectively; often makes connections between and builds upon others’ ideas to generate new and unique insights.
A Approaching Proficiency
-
 
  • Works collaboratively with others.
  • Is beginning to communicate ideas and feedback to others effectively, but sometimes struggles to make connections between or to build upon others’ ideas to generate new and unique insights.
N Novice -
 
  • Almost always works in isolation; hesitant to communicate ideas and provide feedback to others.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CI.05

Under Development

(CI) Creativity and Innovation

Creative Production and Innovation

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  
  
  • Always exhibits diligence and ethical behavior in producing creative works.
  • Productively uses an impressive set of divergent thinking strategies to generate ideas.
  • Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions.
  • Products or performances include evidence of spontaneous fluency, flexibility, originality, or elaboration.
  • Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.)
P Proficient
-
 

"The Standard"

  • Effectively shapes original ideas into a product in an effort to meet specifications.
  • Presents a product that is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.
  • Reflects with accuracy on the quality of work.
A Approaching Proficiency
-
 
  • Somewhat effectively, shapes original ideas into a product in an effort to meet specifications.
  • Presents a product that is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.
  • Reflects with minimal accuracy on the quality of work.
N Novice -
 
  • Proposes a product that has a vague or incomplete connection to the task.
  • Product is not considered to be valuable or unique by the broad, target audience and is not considered by experts to be creative.
  • Shows an inability to reflect on the quality of work.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CI.06

Under Development

(CI) Creativity and Innovation

Self-Regulation / Reflection

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 highly reflective and shows a strong capacity for self-critique.
P Proficient
-
 

"The Standard"

  • Often analyzes and questions one’s own creativity and innovation with accuracy.
    (Is the student curious, flexible and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)
A Approaching Proficiency
-
 
  • Sometimes analyzes and questions one’s own creativity and innovation with accuracy.
    (Is the student curious, flexible and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)
N Novice -
 
  • Rarely analyzes and questions one’s own creativity and innovation with accuracy.
    (Is the student curious, flexible, and open to ambiguity in exploring ideas? Does the student assess the quality of his/her ideas? Show perseverance? Continuously seek clarity and understanding? Dedicate enough time and effort to the creative process? Reflect on the amount of support that he/she needs during the creative process?)

 

Resources

Link to District Rubric