Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Consistently applies learned skills and knowledge to real-world problems

• I ask questions relevant to the topic at hand

• I can explore how content I learn relates to real world problems around me

• I can access resources to demonstrate learning.

• I consider how my learning connects to my life

• I  take what I’ve learned in class and use it to solve problems both inside and outside of school

• I ask questions that will help me learn

• I apply what I’ve learned in class to solve real-world  problems both inside and outside of school, and I explain which knowledge and skills I’m using, and why

• I can ask questions that are directly relevant to my learning and curiosity 

• I can access prior knowledge and ask questions to help me bridge my understanding in class to real-world connections

• In a wide range of tasks and projects, I consistently demonstrate my ability to take the knowledge and skills I’ve learned across subjects and utilize them to solve complex, real-world problems. 

• My solutions make sense and show that I'm applying my learning effectively 

Self- advocates and persists through challenges

• I can understand when I’ve made a mistake or need help

• I can ask for help

• I accept my mistakes and I know they help me grow

• I explain what I did to overcome a challenge or learn from mistakes

• I am developing my ability to speak up for myself and ask for help when needed

• I can identify who can help me persevere when I do not understand a concept

• I am learning to ask for help when I need it

• I Identify challenges and mistakes, understanding they help me improve

• I design solutions or make adjustments, and I reflect to determine  if my adjustments were effective

• I consistently use my voice to advocate for myself and communicate my needs effectively 

• I am aware and responsibly seek help when I am struggling with a concept

• I Identify and independently implement solutions to challenges

• I know that challenges and mistakes are part of learning 

• I reflect on strategies I used to persevere

• I consistently demonstrate strong self-advocacy skills by effectively expressing my needs, seeking assistance, and fostering open communication

• I can advocate for my learning by communicating  when I am not fully understanding a concept 

Takes risks and approaches learning with a growth mindset

• I try new things when I am learning

• I approach trying new things with a positive way of thinking

• I will take risks because I know this will lead to my growth

• I challenge myself to try new things 

• I can actively listen to others 

• I adjust and improve my work as I learn through my attempts and mistakes, 

• I view new challenges as opportunities to grow and learn

• I reflect on my work to deepen my understanding 

• I am willing to take risks

• I continuously improve my work by creating multiple drafts and iterations 

• I confidently seek out new challenges and push myself to improve 

• I can self-assess and seek feedback to continuously improve my understanding

• I take risks because it is a necessary part of learning

Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Ensures equity of voice, ideas, and compromise

• I give attention to the speaker  with my ears and body 

• I can take turns when I speak with others

• I understand that others ideas are important

• I include others in discussion and show interest in other people’s ideas.

• I listen, ask questions, and retell others’ ideas.

• I am learning to share my own ideas with others in a respectful way. 

• I/we include others, invite the ideas of others.

• I/we contribute my/our own ideas when working with others.

• I/we support equal participation and continue to show interest by asking questions, restating my/our ideas, and synthesizing group thinking.

**A developmental progression from I to We for students in this age group**

• We acknowledge that we all have important ideas that  will result in the best product with which we can agree on.

• We acknowledge everyone's voice as important and we all have unique perspectives to share

• As an outcome of collaboration we are willing to agree to solutions different than my own that support resolution and understanding.

Builds on the strengths, interests, and assets of others

• I can learn about my strengths and the interests of others 

• I  can identify my own strengths and interests and acknowledge that others’ may be different than my own. 

• I/we can use my strengths and interests to contribute to group goals.

• I/we can acknowledge others’ ideas and build on their strengths and interests. 

• We can engage in discourse to produce a desired outcome.

• We will define and delegate roles based on strengths we take in collaborating effectively. 

Honors others’ experiences and points of view through respectful dialogue

• I  know that when I am listening to someone, I need to respond on topic.

• I am learning to listen and understand that others have various points of view

• I am learning to share my perspective and listen to my peers. 

• I am learning structures that allow for the safe sharing of ideas and points of view. 

• I/we ask questions to learn about different beliefs, values and perspectives and listen to new perspectives

• I/we am/are able to listen with the intent to understand, and I am learning to be an active listener.

• I/we am/are learning to communicate my perspective effectively, with respect, and without judgment. 

• We honor perspectives that are different from mine and discuss new insights we’ve gained from our own listening.

• We ask follow up questions to seek clarity and communicate interest

• We will cultivate a community where we will be active listeners and respect others’ points of view.

Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Stands up for what is right in pursuit of making a positive social impact

• I can participate in opportunities that impact my classroom, school, home, and classmates in respectful ways.

• I can make decisions that make a positive impact on others

• I identify and responsibly participate in opportunities that impact my communities in respectful ways (including classroom, school, home, and peer relationships)

• I understand I have an impact in my community. 

• I am learning and beginning to implement skills that will positively impact all of the communities I belong to. 

• I meaningfully contribute to the community (classroom, school, home, and peer relationships) respectfully and responsibly. 

• I plan and participate in projects to better my community

• I consistently reflect on how my actions and words impact the community

• I am starting to implement skills that positively impact the communities I belong to. 

• I build a proposal and respectfully collaborate with peers and mentors to implement community (classroom, school, home, and peer relationships) improvement project(s)

• I reflect on my community impact, and seek out ways to positively contribute to improving the communities around me. I am learning how to use my strengths to help others. 

• I implement skills that positively impact the communities I belong to.

Holds oneself accountable for thoughts, words, and actions

• I can name my feelings

• I am learning how my words and actions impact myself and others.

• I can take responsibility for my words and actions.

• I can express and demonstrate how words, actions, attitudes and behaviors impact both myself and others.

• I am learning to speak with integrity. 

• I am aware that my thoughts, words and actions have an impact on myself and those around me. 

• I am mindful of the choices I make and strive to make choices that align with my values and commitments, including when given autonomy. 

• I am learning to anticipate how others can be affected.

• I speak with integrity. 

• I consistently demonstrate a high level of accountability by taking full ownership of my thoughts, words and actions, recognizing that my choices and behaviors have far-reaching consequences.

•  I am not afraid to admit my mistakes, reflect and take steps to learn from them.

• I am continuing to learn to anticipate how others are affected by my words and actions. 

• I speak with integrity. 

Seeks to understand diverse perspectives and cultures

• I explore different elements of cultures, traditions and customs of my peers

• I am learning to demonstrate respect and compassion for others and their cultures, traditions and customs..

• I demonstrate respect and compassion  for others and their experiences

• I appreciate the many abilities, cultures, traditions, and customs of my peers

• I respectfully question what I don’t understand

• I demonstrate respect and compassion  for others and their experiences 

• I seek to learn and make connections about different cultures, abilities, traditions, and customs in my community and the world

• With respect and compassion, I apply my knowledge of different perspectives and experiences to respectfully engage with others

• I seek  to deepen and apply my understanding of different cultures, abilities , traditions, and customs  in my community and the world.

Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Communicates with purpose and expresses coherent ideas

• I can communicate/express what I am thinking and may provide details and/or evidence about it

• I can communicate simple ideas through speaking, drawing and/or writing

• I explore different reasons why people communicate   

• I can name the audience and purpose for my communications

• I express my thinking with some details and/or evidence 

• I share my thinking using my body language and eye contact

• I can communicate a clear, focused message

• I change my form and style of communication based on the audience and task, with adult support

• I revise my (written)  communications to make sure they are organized and clear

• I understand the difference between informal and formal communication. 

• I express my thinking with details and include evidence (various sources)

• I change my form of communication including format and tone of voice based on the audience and task

• I understand the difference between informal and formal communication and practice effectively

• I express my thinking with details and include evidence from a variety of reliable sources

• I organize my ideas by sequencing them intentionally, using varied transitions to connect ideas, and logical introductions and conclusions that highlight important ideas with support

Is receptive and responsive to others’ input and ideas

• I am an active listener using my body language and eye contact

• I can acknowledge feedback 

• I share my work with others  and I receive feedback with curiosity

• I listen with the intent to understand

• I use feedback from others to improve and can describe how I changed my work based on others’ input

• I ask for feedback from others to improve and can explain which changes were implemented and why

• I listen and ask clarifying questions with the intent to understand during opportune moment 

Communicates with confidence across various media and maintains a responsible digital footprint

• I can use a combination of pictures, words and body language to communicate with confidence what I am thinking

• I can responsibly use digital tools to help me communicate ideas

• I choose different ways to communicate, including speaking,  writing, drawing and using multimedia

• I understand and responsibly use digital tools with support

• I am gaining confidence with different forms of media 

• With support, I use a variety of communication tools, including digital tools, to enhance the clarity and impact of  my message 

• I use digital tools responsibly through positive, safe, legal and ethical behavior

• I am confident with using different, intentional forms  of media to demonstrate my learning. 

• I use a variety of communication tools, including digital tools, to communicate my ideas clearly and impactfully, incorporating art, music and creative writing to add impact to my ideas

• I maintain a responsible digital footprint that demonstrates an understanding of intellectual property rights, digital privacy issues and that actions online are permanent

• I am confident with choosing and using different, intentional forms of  media to demonstrate my learning. 

Communicates with an awareness of audience and context

Not complete

• I change my voice level depending on if my audience is a partner or a whole group

• I can use relevant details in context when communicating

• I am learning how to present to different audiences. 

• I am learning to be aware about different cultures and perspectives

• I demonstrate appropriate use of eye contact, stand still(body stance/language), and allow volume of voice to support audience engagement.

• I can identify the audience and their needs.

• I use my awareness of different cultures and perspectives to communicate respectfully

• I demonstrate appropriate use of eye contact, standing still, and volume of voice to support audience engagement.

• I communicate using appropriate media based on my audience and purpose.

• I use my awareness and knowledge of different cultures and perspectives to communicate respectfully

• I demonstrate appropriate volume, tone, simple gestures, eye contact, and body control to support audience engagement.

Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Asks questions with confidence and seeks to understand how the world works.

• I ask simple questions relevant to the topic about things I don’t understand 

• I generate relevant questions to further explore a topic or experience, with of support  adult, peers or resources

• I use observation and information, distinguishing between fact and opinion, and I support my explanations with evidence

• I generate relevant questions to investigate and make meaning of an issue, problem, experience, or observation.

• I identify reliable sources, make observations and draw conclusions using relevant evidence to support ideas

• I generate clear and precise questions to investigate an authentic topic, problem, issue, experience, need, etc.

• I analyze information from a variety of sources to identify biases, and evaluate the credibility of evidence, and I can address counterclaims and information to construct conclusions and explanations.

Demonstrates mastery of essential knowledge and skills through reflection and revision of my thinking.

• I can identify what I did well 

•  I can make changes based on feedback or new information

• I listen to feedback from others with curiosity and an open mind.

• I listen to learn. 

• I apply feedback I receive from others in order to make my work better. 

• I reflect on my progress, including what I am learning and what I want to understand better

• I have implemented constructive feedback  from others to improve my work

• I reflect on my progress and identify challenges I’m facing, and I  change my plans and approaches accordingly.

• I seek out specific feedback to improve work or processes 

• I evaluate and implement constructive feedback that I receive, in order to improve my work

• I reflect on my progress and the challenges I’m facing, and I elicit feedback from multiple sources to revise my approach to my work.

Is willing to reconsider personal views when presented with a compelling perspective.

• I know I can change my mind about ideas based on new information 

• When someone shares an idea that is different from mine, I listen with curiosity because I’m open to changing my mind

• I demonstrate open-minded thinking by adjusting my opinions and positions based on new information I receive from peers or adults

• I can identify and explain the assumptions that underlie my perspective

• I consider alternative perspectives and demonstrate open-minded thinking by adjusting my opinions and positions when presented with new information, analysis or perspectives from peers or adults

Competencies

Kindergarten
With prompting and support
With gradual release of responsibility

Grade Level 3

Grade Level 5

Grade Level 8

Asks questions, explores multiple points of view, and pursues solutions to major problems

• I ask simple questions to better understand a problem

• I ask for ideas/information to help me think of different ways to solve a problem

• I can try to solve problems in different ways

• I understand that there are many different ways to solve a problem 

• I combine ideas in original ways to solve a problem, address an issue, or make something new 

• I ask a variety of questions related to a new topic or problem such as “why,” “how,” and “what if” 

• I understand that there are many different ways to solve a problem, and I use differents strategies and approaches when problem solving

• I combine ideas in original ways to solve a problem, address an issue, or make something new

• I generate open ended questions that invite discussion and exploration 

• I recognize and implement multiple approaches to solving problems, considering the perspectives of myself, my school and my community.

• I combine ideas in original ways to solve a problem, address an issue, or make something new.

• I consistently ask thought-provoking questions that go beyond the surface level of a topic and demonstrate a curiosity to understand the "why" and "how" of things to solve critical problems in new ways

Approaches challenges with a “can do” attitude

• I try new activities with a positive outlook  in myself and my abilities

• I consistently try to solve problems and ask for help when I need it

• I persevere when things are difficult

• When I’m facing a challenge I stay positive, reminding myself that I’m capable of solving hard problems by saying things like "I can do this," "I'll keep trying," or "I won't give up.”

• I persist through challenges by remaining positive, open minded and confident in my ability to navigate challenging situations

• I celebrate my growth, improvements and successes  

• I reflect and adjust my approach to challenges, when faced with new information or changing circumstances, demonstrating a willingness to learn from experience.

Embraces challenges and understands that failure is part of the learning process.

• I know that I may have to try an activity many times before I succeed

• I can think of a few different solutions to a problem based on what I know

• Collaboratively identifies, creates, and evaluates a solution to a challenge with adult support

• I research and summarize information and data to implement improvements based on feedback, and evaluate effectiveness using relevant criteria

• I integrate information/skills to develop creative approaches, solutions, products, or work; collects and incorporates feedback; and analyzes the outcome and its impact