HS Success Skills


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B

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


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


BPS-HS.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  
   
  • Shows a deep and genuine concern for the opinions and ideas of the people involved in the conversation.
  • Shows an ability to have in-depth and meaningful conversations.
  • Shows a deep understanding of the interpersonal dynamics of the conversation and adjusts to encourage the full, productive participation of all parties.
P Proficient
-
 

"The Standard"

  • Consistently uses effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Propels conversations by posing and responding to questions; clarifies, verifies, or challenges ideas and conclusions with diplomacy; and consistently participates relevantly in conversations;
  • Consistently delivers feedback in a manner that makes the recipients feel safe.
  • Consistently communicates positively and indicates that collaborators’ opinions and ideas are valued.
A Approaching Proficiency
-
 
  • Often uses effective interpersonal skills during conversations to build positive relationships with collaborators.
  • Responds to questions; is beginning to propel conversations by posing further questions. Is growing in ability to clarify, verify, or challenge ideas and conclusions with diplomacy, rather than coming across as argumentative or defensive; sometimes participates relevantly in conversations.
  • Sometimes delivers feedback in a manner that makes the recipients feel safe.
  • Communicates positively, and is growing in ability to express that collaborators’ opinions and ideas are valued.
N Novice -
 
  • Recognizes the importance of building positive relationships with collaborators, but rarely uses interpersonal skills that are necessary for effective communication.
  • Is hesitant to respond 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 safe.=Shows understanding of the importance of being positive when communicating, but often shows negativity and is hesitant to let collaborators know that their opinions and ideas are valued.

 

Resources

Link to District Rubric


BPS-HS.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 uses a respectful, friendly tone when communicating using 21st century tools.
P Proficient
-
 

"The Standard"

  • Develops a clear message when communicating using 21st century tools
    (i.e., telecommunications and online resources for asynchronous and synchronous communication).
  • Consistently, both the sender and the receiver understand the same information as a result of the communication.
  • Uses a format, level of formality, and style that is appropriate based on the communication purpose and channel.
  • Is clear, concise, and accurate and conveys ideas effectively.
  • Consistently assesses the effectiveness and impact of communications; knows whether the audience has understood the message.
A Approaching Proficiency
-
 
  • Develops a somewhat clear message when communicating using 21st century tools. Usually crafts messages so that both the sender and receiver understand the same information as a result of the communication.
  • Uses a format, level of formality, and style that is somewhat appropriate based on the communication purpose and channel.
  • Is somewhat clear and accurate, but could become more concise to convey ideas more effectively.
  • Sometimes assesses the effectiveness and impact of communications; is beginning to know whether the audience has understood the message.
N Novice -
 
  • Develops unclear messages when communicating using 21st century tools. The sender and receiver rarely understand the same information as a result of the communication.
  • Uses a format, level of formality, and style that is inappropriate based on the communication purpose and channel.
  • Is often unclear and inaccurate in communication, but is growing in ability to become more concise and convey ideas more effectively.
  • Rarely assesses the effectiveness and impact of communications; is unclear about whether the audience has understood the message.

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Is skilled at asking questions to show that active listening is in progress; encourages others to do much of the talking.
P Proficient
-
 

"The Standard"

  • Listens effectively. When listening, deciphers meaning, including knowledge communicated by the speaker and the speaker’s values, attitudes, and intentions.
  • Consistently asks questions to gain clarification on the intended message.
  • 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., “shares the air”).
A Approaching Proficiency
-
 
  • Listens somewhat effectively. When listening, deciphers knowledge communicated by the speaker, and is growing in the ability to decipher the speaker’s values, attitudes, and intentions.
  • Sometimes asks questions to gain clarification on the intended message.
  • Listens somewhat actively and attentively; demonstrates minor interest in the speaker’s message; and is beginning to provide verbal or nonverbal feedback to indicate that the message was received to show understanding, but can sometimes appear to be disengaged.=Sometimes honors established norms related to listening (e.g., “shares the air”).
N Novice -
 
  • Is building a foundation to listen effectively; is beginning to show the ability to accurately decipher knowledge communicated by the speaker, but often becomes confused about the message.
  • Rarely asks questions to gain clarification on the 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 established norms related to listening (e.g., “shares the air”).

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Shows strong cultural awareness when communicating in diverse environments; uses empathy to determine how learners from other cultures would like to be treated.
  • Checks assumptions about learners from other cultures; shows consideration of other peoples’ world views, frames of reference, and beliefs; and asks for feedback on communication skills.
P Proficient
-
 

"The Standard"

  • Communicates effectively in diverse environments (including multi-lingual); refrains from the use of colloquialisms, jargon, or slang to avoid communication barriers.
  • Shows cultural understanding and when engaging with learners from other cultures; respects differences in communication.
A Approaching Proficiency
-
 
  • Is beginning to communicate effectively in diverse environments (including multi-lingual). However, the student’s periodic use of colloquialisms, jargon, or slang makes it difficult for some learners from other cultures to understand what the student is trying to communicate.
  • Shows limited cultural understanding when engaging with learners from other cultures; respects differences in communication.
N Novice -
 
  • Is building a foundation to communicate effectively in diverse environments (including multi-lingual), but regular use of colloquialisms, jargon, and slang make it difficult for collaborators to understand what the student is trying to communicate.
  • Shows a lack of cultural understanding when engaging with learners from other cultures; appears awkward when encountering differences in communication.

 

Resources

Link to District Rubric


BPS-HS.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"

  • When delivering oral presentations, accurately and confidently fields questions to demonstrate conceptual understanding and knowledge.
  • Presents information, findings, and supporting evidence clearly; conveys a distinct perspective; and clearly addresses alternative or opposing perspectives.
  • Organization, substance, and style are consistently appropriate to the context, purpose, and audience. Shows awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds.
  • Use of digital media enhances audience understanding and adds interest; format is appropriate for the data represented.
  • Adheres to the time allocation for the presentation.
  • Effectively uses body language to enhance communication.
  • Dresses very appropriately for the occasion.
A Approaching Proficiency
-
 
  • When delivering oral presentations, is able to accurately answer some questions to demonstrate conceptual understanding and knowledge; is beginning to show confidence when fielding questions during presentations.
  • Presents information, findings, and supporting evidence somewhat clearly; conveys a somewhat distinct perspective; somewhat clearly addresses alternative or opposing perspectives.
  • Organization, substance, and style are sometimes appropriate to the context, purpose, and audience.
  • Shows limited awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds.
  • Use of digital media somewhat enhances audience understanding and adds interest; format is somewhat appropriate for the data represented.
  • Nearly adheres to the time allocation for the presentation.
  • Use of body language to enhance communication is somewhat effective, but may be distracting at times.
  • Dresses somewhat appropriately for the occasion.
N Novice -
 
  • When delivering oral presentations, is able to accurately answer few questions to demonstrate conceptual understanding and knowledge; shows a lack of confidence when fielding questions during presentations.
  • Information, findings, and supporting evidence presented are unclear to the viewer/listener. Presentation lacks a clear perspective and fails to address alternative or opposing perspectives.
  • Organization, substance, and style are rarely appropriate to the context, purpose, and audience. Shows a lack of awareness of the audience’s needs, interests, expertise, ages, and cultural backgrounds.
  • Use of digital media detracts from the presentation and diminishes audience understanding and interest; format is inappropriate for the data represented.
  • Substantially strays from the time allocation for the presentation.
  • Use of body language to enhance communication is ineffective and distracting.
  • Dresses inappropriately for the occasion.

 

Resources

Link to District Rubric


BPS-HS.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 reasonable 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? How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time?)
A Approaching Proficiency
-
 
  • Sometimes reflects on the level of success of communications, but reflections are not always accurate. (Where was his/her communication strong?=Where was it weak? How much support did he/she need? How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time?)
N Novice -
 
  • Rarely reflects on the level of success of communications and reflections are generally inaccurate. (Where was his/her communication strong? Where was it weak? How much support did he/she need? =How did the quality of communication impact his/her ability to accomplish tasks and meet goals? What improvements could be made in communication next time? 

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.01

Under Development

4Cs CT imageCritical Thinking

Information and Discovery

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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.
  • Generates thought-provoking inquiry questions. Carefully phrases questions in an effort to influence the depth, quality, and value of the information they will obtain through investigation. The quality of questions allows for in-depth inquiry.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding.
  • Identifies inquiry questions clearly and precisely; engages in an open-ended thinking process to develop an initial set of questions related to the problem, investigation, or challenge; refines the initial set of questions; and identifies a key question or prioritized set of questions on which to focus. Questions provide a solid foundation for inquiry.
  • Selects information that is sufficient in terms of its quantity, diversity, and relevance to inquiry questions.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity. Seeks clarity and understanding at times, but sometimes moves forward without sufficient understanding.
  • Is beginning to formulate clear inquiry questions, but questions are limited and provide a framework for limited inquiry.
  • Is beginning to select information, but needs assistance to find information that is sufficient to answer the scope of inquiry questions.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge; rarely seeks clarity and understanding.
  • Formulates questions that are unclear and/or easily answered and do not provide a foundation for inquiry.
  • Attempts to select information to answer inquiry questions, but is unable to find the right information.

 

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.02

Under Development

Critical Thinking

Interpretation and Analysis

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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  
  
  • Expertly and appropriately selects, categorizes, and classifies a wide variety of information (e.g., significant experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, and/or criteria) related to the topic.-Provides a well-developed examination of the evidence and sources of evidence; always questions the accuracy, precision, relevance, and completeness of information.
  • Accurately detects and evaluates the strength of arguments by raising questions or objections, or pointing out fallacies. Often identifies the extent to which possible additional information might strengthen or weaken an argument.
P Proficient
-
 

"The Standard"

  • Compares and classifies information accurately; almost always identifies characteristics that create meaningful comparisons.
  • Evaluates the accuracy and relevance of information and the strengths of arguments, with no significant errors.
A Approaching Proficiency
-
 
  • Is beginning to create simple criteria to compare and classify information; makes limited comparisons that are meaningful.
  • Is beginning to evaluate the accuracy and relevance of information; makes limited comments regarding the strengths of arguments.
N Novice -
 
  • Identifies criteria and creates categories for information that attend to trivial aspects of the items, or items that cannot be accurately compared or classified. Makes significant errors in identifying similarities, differences and categorization of items.
  • Detects arguments rarely; inaccurately evaluates the strength of claims.
  • Ignores explicit and implicit points of disagreement; rarely identifies evidence that supports or undermines a particular claim.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.03

Under Development

Critical Thinking

Reasoning

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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 complete understanding and appropriate use of inductive and deductive reasoning as appropriate to the situation:
    • Inductive—Draws conclusions that reflect clear and logical links between the information or observations and the interpretations made from them.
    • Deductive—Demonstrates an understanding of the generalizations or principles that is not only accurate but provides a unique perspective on the topic.
  • Draws logical conclusions that are not immediately obvious; explains the rationale for conclusions through sophisticated and often original uses of inductive and/or deductive reasoning..
P Proficient
-
 

"The Standard"

  • Offers generalizations that relate in a significant way to the problem, investigation, or challenge.
  • Presents logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc. that illustrate substantial understanding.-Provides explanations that are generally clear, citing sufficient evidence for conclusions drawn.
  • Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.
A Approaching Proficiency
-
 
  • Is beginning to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples, but is unable to create his/her own accurate generalizations.
  • Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate partial understanding.
  • Provides explanations that lack clarity, citing partial evidence for conclusions drawn.
  • Explanation includes a perspective on why the proposed course of action is morally the best decision, but lacks clarity.
N Novice -
 
  • Is unable to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples; makes erroneous generalizations.
  • Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate serious misconceptions.-Provides explanations for conclusions drawn that are unclear and impossible to follow; fails to provide evidence for conclusions drawn.
  • Explanation lacks a perspective on why the proposed course of action is morally the best decision.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.04

Under Development

Critical Thinking

Problem Solving / Solution Finding

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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  
   
  • Applies tools of systems thinking (e.g., iceberg, ladder of inference, systems archetypes, reinforcing/balancing feedback loops, systems archetypes, or behavior-over-time graphs) to understand complexity, interdependence, change, and leverage that are appropriate for the task.
  • Almost always identifies a variety of unique solutions to the problem, often by using both convergent and divergent thinking:
    • Convergent—follows a clear line of logical steps to select a specific option or options that will solve the problem.
    • Divergent—generates multiple options for solving a problem.-Clearly identifies criteria by which solutions will be assessed. Provides a thorough, fully developed assessment of each solution based upon the criteria. Shows an impressive level of depth of understanding by comparing and contrasting the alternatives to provide unique insights into the problem and solution.
  • Engages in effective, thorough trials of a wide variety of proposed solutions to develop and demonstrate an in-depth understanding of the problem and ways to address it.
P Proficient
-
 

"The Standard"

  • Accurately and clearly analyzes and describes how parts of a whole interact with each other to produce overall outcomes in complex systems, and how systems effectively interact with each other.
  • Identifies a sufficient number of plausible solutions to the problem, answers to the question, or approaches to meet the challenge.
  • Analyzes, with precision and accuracy, the relative effectiveness of proposed solutions or approaches. Uses relevant criteria to eliminate ineffective solutions or approaches and select those that are plausible.
A Approaching Proficiency
-
 
  • Describes how parts of a whole interact with each other to produce overall outcomes in systems, and how systems effectively interact with each other, but explanation indicates a minimal understanding.
  • Is learning how to identify plausible solutions to the problem, answers to the question, or approaches to meet the challenge, but provides limited options that show minimal understanding.
  • Analyzes the relative effectiveness of proposed solutions or approaches, but the process is not sufficiently thorough and shows minimal insight.
  • Uses criteria to eliminate ineffective solutions or approaches, but criteria are a little vague and produce some options that are not plausible.
N Novice -
 
  • Describes systems inaccurately or in overly simplified, obvious terms that inhibit understanding of the problem or task.
  • Demonstrates limited understanding of how and when to use tools of systems thinking to organize or make connections between pieces of information.
  • Often presents solutions, answers, or approaches that do not address the problem, question, or challenge directly.
  • Uses illogical methods for determining relative value of alternatives; solutions or approaches are presented with little to no consideration of their strengths and weaknesses.
  • Identifies few or no criteria that are relevant to the selection of a solution or approach.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.05

Under Development

Critical Thinking

Constructing Arguments

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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  
   
  • Through presentation of important details, facts, and concepts, clearly expresses results of one’s reasoning through cogent arguments that are well-supported by evidence.
  • Considers what evidence is missing and how it should affect an evaluation of the claim.
  • Provides careful and reasoned qualifications or restrictions for the claim in such a way that the argument provides a unique perspective on the claim.
P Proficient
-
 

"The Standard"

  • Provides a claim that clearly articulates an opinion; clearly explains the reasoning for claims. Cites a sufficient quantity of relevant evidence to support most claims.
  • Presents a clear and sufficient treatment of most available evidence relating to the argument; clearly and convincingly addresses counter arguments.
A Approaching Proficiency  
-
 
  • Provides a claim that may be stated unclearly; is beginning to explain the reasoning for claims. Descriptions are somewhat convincing, but lack clarity.
  • Cites evidence to support argument, but provides an insufficient quantity to provide a strong justification.
  • Provides a minimal treatment of some of the evidence related to the claim; acknowledgement of counter arguments is present, but not clear enough to support the claim.
N Novice -
 
  • Provides simplistic arguments with scant descriptions of claims to show reasoning.=Arguments are based on evidence that is inadequate or unstated.
  • Presents arguments with little or no explanation or justification for claims.

 

Resources

Link to District Rubric


BPS-HS.4Cs.CT.06

Under Development

Critical Thinking

Self-Regulation / Reflection

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

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  
   
  • Nearly always accurately identifies all errors in the information or process.
  • Always analyzes and evaluates one’s own cognitive skills with a view toward questioning and/or validating one’s reasoning and results.
  • Accurately judges the extent to which one’s thinking is influenced by deficiencies in knowledge, stereotypes, prejudices, emotions, or any other factors that constrain one’s objectivity or rationality. Work is always unbiased, fair-minded, thorough, and objective.
  • Designs reasonable procedures to remedy or correct, if possible, any mistakes and their causes.
P Proficient
-
 

"The Standard"

  • Frequently identifies and corrects errors in the process.
    • Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
      (Does the student openly explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect about the amount of support that he/she needs during the critical thinking process?)
  • Often identifies factors that affect one’s objectivity or rationality.
  • Rarely makes significant errors in reviewing one’s own performance. 
A Approaching Proficiency
-
 
  • Is beginning to show the ability to identify errors in the process, but needs support in correcting the problem or identifying a new course of action.=Sometimes analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
    (Does the student openly explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect on the amount of support that he/she needs during the critical thinking process?)
  • Sometimes identifies factors that affect one’s objectivity or rationality.
  • Is beginning to review one’s own performance, but review shows errors in self-reflection. 
N Novice -
 
  • Often identifies errors in the process, and how to fix them, incorrectly.
  • Rarely analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show open-mindedness and flexibility?
  • Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect on the amount of support that he/she needs during the critical thinking process?)
  • Displays significant biases that prevent an objective perspective.
  • Rarely questions and/or evaluates one’s own reasoning and cognitive skills; makes regular errors in reviewing performance. 

 

Resources

Link to District Rubric



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