HS Success Skills


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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



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