Competency

A core capability that has importance in the world. Competencies enable a person to achieve desired results with consistency, and to excel in particular roles or contexts.

Skills

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The specific, learned abilities that are essential to a competency. Skills involve the application of knowledge, techniques, and strategies toward a specific outcome.

Progression

A sequence of developmental stages that build toward a learning outcome. Each stage builds on the foundation laid in the previous stage, and toward incrementally higher levels of ability as learners advance toward the desired outcome.

Learning/ Performance Levels

A stage of skill development that represents a particular level of ability along a progression, used to approximate and measure growth and achievement.

Indicators

Observable, measurable descriptors of what a skill looks like in action, framed as positive, student-facing “I can” statements.

BC.1

Nurture and sustain relationships

BC.2

Advocate for myself and others

BC.3

Build networks

BC.4

Develop as a multilingual

With guidance, I can invite someone to play or do an activity with me.

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I can practice sharing things (e.g., toys, supplies), waiting my turn, and listening to others.

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With guidance, I can greet others and say “please,” “thank you,” and other words that show respect to others.

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With guidance I can tell a story about being a good friend, and give an example of my own or someone I know.

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I can share my thoughts, feelings, and/or possessions with others to show that I care for them.

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I can greet others, use respectful words, patiently wait my turn, and listen to others.

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I can describe some ways that make me feel supported by my friends, family, and others.

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I can describe ways I help others feel supported and cared for.

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I can share my experiences, perspectives, or resources with others and/or engage in acts of kindness to show my care, appreciation, or support.

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I can show respect for others through my use of language, such as greeting my friends when I see them, talking quietly in the library, speaking politely to an elder.

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I can show respect for others by being on time, doing what I said I would do, and responding promptly to requests.

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I can identify relationships that are affirming and supportive.

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I can share my experiences, perspectives, or resources with others and/or engage in acts of kindness to show my care, appreciation, or support while attending to relational boundaries.

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I can adjust my language to respectfully and compassionately fit the needs of a situation (e.g., using more formal language in some situations and more casual language with friends).

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I can show respect for others by honoring commitments, listening actively, maintaining confidentiality, acknowledging my mistakes.

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I can reflect on and invest time in relationships that are mutually affirming and supportive.

I can build trust and deepen connections with others through reliable, respectful, caring acts while attending to relational boundaries.

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I can adjust my language to respectfully and compassionately fit the needs of a situation.

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I can practice humility by acknowledging my mistakes and limitations, giving credit to others for their contributions, being open to learning from others (being teachable).

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I can reflect on and invest time and care in relationships or networks that affirm or support me even when conflicts or challenges arise.

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I can build trust, deepen connections with others through reliable, respectful, caring acts while attending to relational boundaries.

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I can be responsive to the needs, experiences, and preferences of others with care, support, and kindness.

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I can integrate compassion, respect, and humility into my daily life, routinely adapting to different situations and circumstances, by practicing humility and promoting justice.

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I can consistently invest time and care in supportive relationships or networks and contribute to productive conflict resolution when applicable.

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With guidance, I can ask for help when I need it.

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With guidance, I can recognize when other people may need or want help.

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With guidance, I can participate in an event focused on taking action to positively impact community.

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I can ask for help when I need it.

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With guidance, I can recognize when other people may need or want help, and I can learn and practice ways to offer help.

With guidance, I can participate in an event focused on taking action to positively impact community.

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I can recognize when I need help and ask for the specific help I need.

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With guidance, I can ask others what they need so they can fully engage in an experience with a sense of belonging.

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I can participate in and/or support a group and/or event focused on taking action to positively impact community.

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I can recognize when I need help or when my needs are not being met, identify multiple options for getting the support I need, and choose an option that best fits the situation.

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I can use observation, reflection, and listening to identify others’ needs and to take a step to support their sense of belonging.

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I can participate in, support, and contribute to a group and/or event focused on taking action to positively impact community.

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I can recognize when I need help or my needs or rights are not being met, identify potential barriers, and choose an appropriate source of support, including one beyond my immediate circle.

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I can use observation, reflection, and listening to identify others’ needs and support their sense of belonging, either by leading advocacy measures or by supporting their lead.

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I can participate in collective action for positive impact on community and co-create or lead in one or more of these spaces.

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I can recognize when I need help or my needs or rights are not being met, find support, and advocate for myself by clearly expressing my needs and upholding my boundaries even in challenging or unfamiliar situations.

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I can advocate for others when I perceive that their needs, values, and/or rights are not being respected, ensuring that their voices are heard.

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I can participate in collective action for positive impact and co-create and/or lead initiatives with cross-sector partners (e.g., nonprofits, government, etc.) that address injustices and inequities.

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With guidance, I can learn and practice ways to get to know someone I have never met.��I can name someone I look up to and share what I like about them.

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I can try out a way to meet new people or learn new things.

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I can name someone I admire and share what they do that I want to learn or do myself.

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I can identify someone with a similar need, goal, or interest as me.

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I can try out a new way to meet new people or grow my current relationships.

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I can identify a mentor, share what I would like to learn from them, and take steps to follow their example.

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I can connect with individuals and/or groups and identify the ways in which they may be able to support my need, goal, or interest.

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I can act in ways that model behavior or practices that others might learn from (e.g., I can show kindness, or I can help someone learn something new).

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I can intentionally engage in experiences to meet new people and/or grow my current relationships.

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I can seek out and identify mentors, learn from their wisdom, and incorporate those learnings into my own practices.

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I can plan with individuals and/or groups to help me with my need or goal, and also find ways to offer my support to them.

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I can serve as a mentor for someone who is trying to learn something new.

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I can intentionally engage in experiences to meet new people, explore interests or opportunities, and/or grow my current relationships.

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I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.

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I can initiate and prepare for connections with people who could help expand my access to knowledge and/or opportunities that support my goals.

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I can plan and organize with others to build an inclusive network for mutual support to meet our needs in solidarity.

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I can serve as a mentor and provide guidance for others.

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I can intentionally engage in experiences to form new and diverse connections, explore interests or opportunities, and grow my current relationships.

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I can integrate learning, wisdom, and skills from mentors into my own practices while sustaining those relationships.

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I can prepare for, initiate, sustain, and reflect on connections with people who could help expand my knowledge and/or access to opportunities that support my goals.

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I can cooperate in mutual aid networks, not only for mutual support, but to understand, analyze and address root causes of issues.

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I can serve as a mentor and provide guidance for others using my connections and learnings to help them build grow and diversify their networks.

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I can tell someone about a basic need that I have.

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I can answer simple questions about a familiar topic (e.g., daily life), using words I’ve memorized.

I can ask and respond to a variety of simple, common questions on a familiar topic, using words and phrases I’ve practiced and memorized.

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I can tell someone about a range of basic needs that I have.

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I can share and request basic information about everyday life, using both practiced and original sentences.

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I can talk about a range of familiar needs or wants that I have, using simple sentences.

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I can share and request detailed information or explanations about familiar or researched topics, using original sentences.

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I can ask related follow-up questions and use strategies (e.g., restate, rephrase, seek clarification, use context clues) to support my understanding.

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I can use details to communicate about a range of familiar or common needs or wants that I have, or that others have, using sentences and sentence series.

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I can share and request detailed information or explanations about ideas, events, or situations across time frames, using complex sentences.

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I can ask related follow-up questions and use strategies to support my understanding and to maintain the conversation.

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I can discuss and/or write about interest-based or researched topics that extend beyond daily life, using simple paragraphs and domain-specific vocabulary.

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I can fluently express my needs, opinions, or preferences and respond to those of others in a familiar situation while adapting my approach to fit the cultural context.

I can share and request detailed information, negotiate, or engage with diverse points of view related to ideas, events, or situations across time frames.

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I can maintain conversation on complex topics (e.g., social, professional, spiritual, academic) with others, using advanced vocabulary and language tailored to the cultural context.

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I can respond to an unexpected complication effectively and confidently.

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I can fluently express my needs, opinions, or preferences and respond to those of others in complex or novel situations while adapting my approach to the cultural context.

EI.1

Frame a question

EI.2

Develop an inquiry plan

EI.3

Select and evaluate sources

EI.4

Gather and organize original data

EI.5

Synthesize sources or findings

I can share something I feel curious about.

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With guidance, I can pose a question to help me learn more about it.

I can pose a question I feel excited to explore about something I observe, experience, or wonder.

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I can share why it excites me and/or describe how it connects to my life, interests, or experiences.

I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon that I am exploring.

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I can share what excites me about the question or topic and why it matters to me.

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I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome (e.g., compose a text, prepare for an experience or event, conduct an experiment).

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I can explore sources to build my understanding of the context for my inquiry (e.g., Who else has explored it? Why might others care about it? What related issues, events, or big ideas are important to my question?).

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I can pose a focused question or testable hypothesis that relates to a passion/interest, issue, or phenomenon I am investigating for a defined purpose or outcome.

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I can frame my question to reflect the type of inquiry that aligns to my purpose (e.g., exploratory, causal, descriptive, qualitative, predictive).

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I can cite one or more relevant sources from my initial exploration of the issue or topic and provide a rationale for the importance or relevance of my inquiry.

I can formulate a focused question or testable hypothesis that addresses an enduring issue in a community or discipline and/or that builds on, challenges, or advances current thinking on the topic.

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I can frame my question to reflect the type of inquiry that aligns to my purpose.

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I can cite relevant sources and important concepts (e.g., theories, models, frameworks) to contextualize and/or justify my inquiry.

With guidance, I can plan a set of steps to explore my question.

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With guidance, I can choose an approach for exploring my question (e.g., online search, experiment, community member interviews) and explain why I chose that approach.

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With guidance, I can create a plan that includes how I will gather and record important information.

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I can choose primary or secondary research methods for my inquiry plan that will help me explore my question.

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I can create a plan that includes how I will collect and analyze important information related to my question.

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With guidance, I can identify plan constraints (e.g., time, resources, etc.).

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If applicable, with guidance, I can get participant consent and practice confidentiality.

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I can choose primary or secondary research methods that are most aligned to the purpose of my inquiry.

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I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered.

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I can choose or combine research methods that are most aligned to the purpose of my inquiry and demonstrate how my approach is informed by others’ similar inquiries.

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I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered.

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I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.

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I can choose or combine research methods to fulfill the purpose of my inquiry and discuss how my inquiry fits within a broader disciplinary, professional, or community context or tradition and how it contributes to existing knowledge.

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I can create a feasible plan that defines the objectives and scope of my advanced or complex inquiry, attends to advanced research ethics (e.g., avoiding conflicts of interest, epistemic responsibility and research integrity, reflexivity and positionality, etc.), and explains data collection and analysis methods and procedures.

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I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.

With guidance, I can choose from provided sources to learn more about my question.

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With guidance, I can ask questions to learn more about the source.

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With guidance, I can find some sources of information to help me answer my question.

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I can check basic information to ensure the sources will help me answer my question (e.g., topic focus, fiction vs. nonfiction).

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With guidance, I can learn and practice basic search methods (e.g., keywords/categories, databases, websites) to find relevant sources for my inquiry.

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I can ask questions about my sources to help me determine if they are credible (e.g., When was it made? Who made it? Why was it made, and for whom? Who published it?).

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I can use basic search methods to help me choose relevant and diverse sources for my inquiry.

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I can consider multiple factors about my sources to determine their credibility and usefulness to my inquiry (e.g., currency, authority, accuracy).

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I can use criteria, relevant search methods, and tools to identify relevant and diverse sources for my inquiry in line with my purpose.

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I can analyze my sources along multiple dimensions to determine their credibility and usefulness to my inquiry (e.g., origin and context; evidence based; extent to which information can be verified by other reliable sources; financial interests).

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I can note important gaps or limitations in my sources.

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I can use advanced search criteria (e.g., affiliate institutions, times cited) and advanced search methods and tools (e.g., academic journals, Boolean operators) to select relevant and diverse sources for my inquiry in line with my purpose.

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I can analyze my sources along multiple dimensions to determine their credibility and usefulness to my inquiry, noting important gaps or limitations in my sources.

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I can attend to the impacts of bias in my research methods and use strategies to pursue a more global perspective and/or culturally inclusive sources (e.g., international searches, local community research).

With guidance, I can make observations related to my inquiry.

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I can record what I notice using drawings or notes.

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I can make observations related to my inquiry and record information using drawings, notes, charts, and/or diagrams.

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I can follow a plan to collect data, record information, and present my results honestly.

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With guidance, I can organize my data to help me make meaning (e.g., organizers, maps, charts, graphs, tables).

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I can point out and discuss important or interesting details about my data (e.g., patterns, outliers).

I can implement my data collection plan while attending to basic research ethics tied to collecting and reporting information (e.g., informed consent, fair subject selection, respect for participant privacy, transparent reporting).

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I can organize my data using graphical displays (e.g., maps, charts, graphs, tables).

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I can identify patterns and outliers in my data set and explain what they mean in the context of my inquiry.

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I can implement my data collection plan, gathering data from multiple diverse sources and attending to research ethics.

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I can organize and represent my data using graphical displays, relevant digital tools, and basic mathematical analysis (e.g., mean, median, mode, variability).

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I can use a range of tools or strategies to identify and explain important relationships among variables/factors in the data.

I can implement my data collection with precision and accuracy, gathering data from multiple diverse sources or repetitions of the experiment and attending to ethical considerations.

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I can organize and represent my data sets using graphical displays, statistical analysis tools and functions (e.g., slope, intercept, correlation coefficient for linear fits), and other relevant technologies.

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I can use a range of tools or strategies to form insights about the relationships among variables/factors in the data and to make sense of disconfirming data.

With guidance, I can identify the main idea from the source(s).

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I can identify the main idea (e.g., theme, position, outcome, result) from each source.

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I can share something I learned from my sources that I didn’t know before.

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I can compare the main ideas from each source.

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I can describe a new understanding or perspective I have about my research question based on what I’ve learned from my inquiry.

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I can determine the important ideas and information from my sources and how they connect to one another and/or my research question.

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I can form a working thesis or answer to my question using supporting details from my inquiry.

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I can cite my sources.

I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context (e.g., the discipline or field, prevailing traditions).

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I can form a working thesis or answer to my question citing key ideas or concepts, supporting details, and evidence from among my sources.

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I can cite my sources using formatting consistent with the discipline.

I can determine the important ideas and information from my sources and generate new understandings or insights related to my question and/or its broader context.

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I can form an argument, solution, or expressive work citing key ideas or concepts, supporting details, and evidence while attending to ethical considerations and standards for intellectual integrity.

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I can discuss the limitations of my findings and/or methods and implications for future research.

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I can cite my sources using formatting consistent with the discipline.

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DS.1

Frame an issue or design challenge

DS.2

Build models, prototypes, or action plans

DS.3

Test, act, iterate

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With guidance, I can notice and describe something that isn’t working well or that I think could work better.

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With guidance, I can ask questions to better understand the need or opportunity.

With guidance, I can identify a need or opportunity that is interesting or important to me, my community, and/or the natural world.

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I can ask questions and/or explore information to better understand the need or opportunity.

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I can share ideas for how a tool, model, or action could help people, animals, and/or the natural world.

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I can identify and frame a need, opportunity, or issue that is interesting or important to me, my community, and/or the natural world.

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I can gather and record information to better understand the need, opportunity, or issue (e.g., Who or what is affected? What has already been tried? How long has this been a challenge?) and explain it to others.

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I can create design criteria for a successful tool, model, or action that names and considers those affected by the challenge (e.g., specific users, communities, or parts of the natural world).

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I can identify and frame an issue or design challenge and explain its significance for those most impacted (e.g., specific users, communities, or parts of the natural world).

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I can gather, record, and summarize information to better understand the need, opportunity, or issue; its context from multiple perspectives; and key design constraints (e.g., costs, timelines, materials available, ethical considerations, etc.).

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I can create design criteria for a successful tool, model, or action that includes the perspectives (e.g., needs, desires, preferences, culture, values) of those affected by the challenge.

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I can identify, frame, and/or reframe an issue or design challenge and explain its significance for those most impacted.

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I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom (e.g., others’ research, interviews, oral histories, cultural traditions, nature, etc.).

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I can use my research to help me understand the need, opportunity, or issue; to define its context from multiple perspectives; and to define key design constraints.

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I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge.

I can identify, define, and/or reframe a complex and/or enduring issue or design challenge and explain its significance for those most impacted.

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I can gather, record, and analyze information—including original user experience data—drawing on multiple perspectives and sources of wisdom.

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I can use my research to help me understand the context, causes, and contributing factors from multiple perspectives and to define key design constraints.

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I can create design criteria for a successful tool, model, or action that prioritizes the perspectives of those most affected by the challenge and seek stakeholder feedback on my criteria.

With guidance, I can share ideas for helping or solving the problem and pick one idea to try.

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With guidance, I can build a prototype, model, or plan by myself or with others to help create a solution.

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I can come up with a list of possible solutions or ways to help.

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I can select one idea from the list that I am most interested in testing out or trying.

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By myself or with others, I can build a prototype, model, or plan to test my idea that helps people, animals, and/or the natural world.

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I can generate a list of possible solutions and/or actions from practical to seemingly impossible.

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I can select one idea that is testable: I can realistically prototype it because I have considered design criteria and constraints (e.g., time, resources, specialized knowledge, or skills) and some potential impacts of my idea on people, animals, and/or the natural world.

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I can build a prototype, model, or action plan that meets most or all of my design criteria.

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I can use diverse strategies (e.g., mapping, visualizing, scenario-building) to come up with a wide range of possible solutions or actions.

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I can select one testable idea that also considers ethical factors (e.g., fairness, harm, benefit) and, if applicable, community strengths and assets.

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I can build a prototype, model, or action plan that meets my design criteria and constraints and draws on additional research or mentorship support as needed.

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I can use diverse strategies to come up with a wide range of possible solutions or actions.

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I can select several ideas to test with input from multiple stakeholders while attending to my design criteria, constraints, ethical factors, and, if applicable, community strengths and assets.

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I can build prototypes, models, or action plans that meet my design criteria and constraints, integrate input from those most impacted, and enable me to test, study, and/or iterate my design.

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I can use and lead others through idea generation processes and strategies to generate a wide range of possible solutions or actions.

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I can select several ideas to test with input from multiple stakeholders while attending to my design criteria and constraints as well as ethical, legal, and cultural considerations.

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I can build prototypes, models, or action plans that meet my design criteria and constraints and enable me to test or study different variables that impact the design and its potential efficacy/impact.

With guidance, I can test a prototype/model or take steps in a plan to see how it works.

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With guidance, I can come up with ideas about how to improve my model design or plan.

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I can test my prototype/model or take steps in my action plan and record and share my results.

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I can identify one important change that would improve my design based on what I learned through testing or acting.

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I can test my prototype/model or take steps in my action plan, record data and results, and share my findings.

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I can engage in an improvement cycle to improve one aspect of my design.

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I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria, record detailed data and results, and share my findings.

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I can engage in an improvement cycle that includes user feedback to eliminate one or more significant flaws and/or limitations in my design.

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If applicable, I can give credit to the thinkers and activists whose work I draw upon, past and/or present.

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I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights.

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I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations.

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I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints.

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If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.

I can test my prototype/model or implement my action plan through various use cases relevant to my design criteria and record and share detailed data, results, and key insights.

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I can engage in multiple improvement cycles that include user feedback to enhance the design and/or eliminate significant flaws or limitations, gathering input from key stakeholders and/or experts with relevant specialized knowledge or skills.

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I can discuss the viability of my prototype, model, or action plan and its potential for further development, considering design criteria and constraints and insights derived from testing, iteration, and user feedback.

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If applicable, I can amplify the voices of those most impacted and give credit to the thinkers and activists whose work I draw upon, past and/or present.

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EXI.1

Define audience, purpose, and format

EXI.2

Select and develop my message

EXI.3

Develop my craft

EXI.4

Finalize and share my product or performance

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With guidance, I can decide what I want to share and why it is important to me.

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I can decide what I want to create or share and why it’s important to me.

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With guidance, I can choose the audience I’d like to share with.

I can decide what I want to create or share and why it’s important to me.

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I can choose an audience and a specific format for sharing (e.g., written story, presentation, video).

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I can decide what I want to create or share and articulate my specific purpose.

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I can consider relevant factors about my chosen or prescribed audience (e.g., shared interests or values, proximity to an issue, ability to make change or influence an outcome) to choose an effective format for my audience and purpose.

I can decide what I want to create or share and articulate my specific purpose and desired outcome.

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I can consider relevant factors about my chosen or prescribed audience to choose an effective format for my audience and purpose.

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I can generate specific ideas for tailoring my message or delivery for my audience and purpose, citing relevant interests, values, and/or identities.

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I can decide what I want to create or share and articulate my specific purpose and desired outcome.

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I can consider relevant factors about my chosen or prescribed audience to choose the most effective format(s) and platform/venue for my audience, purpose, and desired impact.

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I can tailor my message or delivery for my specific audience, purpose, and desired outcome based on relevant interests, values, identities, and/or other relevant contextual information.

I can choose the main thing I want to share about.

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With guidance, I can choose some details I want to share.

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With guidance, I can put the details in an order that makes sense to me.

I can choose the main thing I want to share about and some details that illustrate or support it.

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I can arrange the supporting details in an order that is interesting or logical to me.

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I can choose a central message for my product/performance and discuss how it connects to my purpose (e.g., inform, persuade, entertain).

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I can choose relevant details and information to help me share my central message and achieve my purpose.

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I can organize my work in a way that I think will be interesting and/or logical for my audience.

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I can choose and articulate a central message (e.g., thesis, claim, story, idea, artistic stance, proposal) for my product/performance that suits my audience and purpose.

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I can develop my main message through the use of supporting details and/or evidence (e.g., subclaims, illustrative examples, counterpoints, visual elements).

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I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.

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I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me.

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I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas.

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I can organize my work in a way that I think will be interesting, logical, and/or aesthetically pleasing for my audience.

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I can articulate a central message for my product/performance that suits my audience and purpose and that connects to a theme, idea, or issue in the world that is meaningful or important to me.

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I can develop and refine my main message through the use of supporting details and/or evidence that add depth, focus, and/or complexity to my ideas, and/or by addressing conflicting or alternative ideas or perspectives when applicable.

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I can organize my work in a logical, compelling, and/or aesthetically pleasing way that suits my purpose, audience, and style.

With guidance, I can play with materials and tools for sharing my ideas.

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With guidance, I can learn from examples related to something I’m making.

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I can play and/or experiment with materials, tools, and basic techniques.

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I can look to an example or mentor work to imitate, practice, and/or get ideas for my own work.

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I can experiment with materials, tools, and techniques to learn and apply my knowledge of the fundamentals of craft to my work (e.g., understanding color theory for a painter, narrative structure for a writer, joinery for a carpenter).

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I can analyze mentor works to understand, imitate, and/or practice techniques specific to my chosen medium.

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I can make choices about materials, tools, and techniques in my work to demonstrate my own developing sense of craft (e.g., design, form, structure, format, composition).

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I can use experimentation, practice, and reflection on my craft to achieve greater precision and clarity in my work.

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I can critique mentor works across cultural traditions to deepen my understanding of the craft and explore diverse approaches to authentic expression.

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I can make choices about materials, tools, and techniques in my work to demonstrate and hone my own unique approach to craft.

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I can use deliberate practice, problem-solving, and iterative improvement of and reflection on my craft to achieve greater precision and clarity in my work.

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I can critique mentor works to develop a critical and inclusive stance toward the craft that engages with diverse intellectual, artistic, and cultural traditions.

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I can develop a portfolio of work through which I demonstrate originality and continuous improvement of my craft in service of my goals or aspirations (e.g., artistic expression, career advancement, contribution to a field).

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I can move beyond convention to explore and enact novel expressions of craft that demonstrate both originality and expertise.

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I can critique mentor works and maintain a critical and inclusive stance toward the craft that engages with diverse intellectual, artistic, and cultural traditions.

With guidance, I can use feedback to improve something I’m making and/or sharing.

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I can use feedback to improve something I’m making and/or sharing.

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With guidance, I can use criteria to self-assess and make one or more important changes before I share my work.

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I can use feedback to improve specific aspects of my work.

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I can use criteria to self-assess and identify areas for improvement.

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I can edit and/or revise my final product to ensure it meets given guidelines or parameters.

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When applicable, I can practice or rehearse my performance.

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I can use feedback to improve specific aspects of my work, taking into account my audience and purpose.

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I can self-assess using criteria to identify and prioritize areas for improvement.

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I can edit and/or revise my final product to ensure it meets given guidelines and that it follows conventions for the genre.

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When applicable, I can practice or rehearse my performance and make any needed adjustments.

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I can gather and selectively use feedback to improve my work for my specific audience, purpose, and desired outcome.

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I can self-assess using criteria to identify, prioritize, and plan for areas for improvement.

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I can edit and/or revise my final product to ensure it meets given guidelines and follows conventions for the genre.

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When applicable, I can practice or rehearse my performance, make needed adjustments, and ensure supporting technologies, supplies, and materials are ready.

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I can ask for general and targeted feedback based on my self-assessment and selectively integrate feedback to revise my work for my specific audience, purpose, and desired outcome.

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I can edit my final product to ensure it meets expectations for professional work or breaks from standard conventions for a specific purpose or effect.

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When applicable, I can practice or rehearse sufficiently to ensure a high-quality performance, make needed adjustments, and ensure supporting technologies, supplies, and materials are ready.

LI.1

Develop a plan to pursue a goal

LI.2

Monitor progress and adjust

LI.3

Give and receive feedback

LI.4

Engage in discussion

LI.5

Reflect

With guidance, I can set a goal for a project.

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With guidance, I can plan some steps to help me reach the goal.

I can set a goal for a project and plan some steps to reach it, working alone or with others.

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I can help make sure that roles and/or steps are clear.

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I can create or co-create a specific, achievable goal for a project or task.

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I can create or co-create a plan for a project or task that breaks down the work into stages or steps and includes key dates or events.

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When working with others, I can discuss various preferences, needs, and/or strengths to help us develop our roles and work well together.

I can create or co-create a specific, achievable goal and success criteria for a project or task.

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I can create or co-create a feasible plan (e.g., stages, tasks, assignees, time estimates, due dates) that accounts for task/project constraints and resources needed.

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When working with others, I can demonstrate care for various preferences, needs, and/or strengths to help us each contribute and work well together.

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When available, I can try using digital tools (e.g., scheduling communications and feedback, sharing work) to follow a plan and help reach a goal.

I can create or co-create specific, achievable goals and success criteria for a project or task.

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I can create or co-create a feasible plan and set of progress-monitoring tools that account for task/project constraints and resources needed.

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When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that enable us to each contribute and work well together.

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When available, I can choose digital tools to meet a specific need for our project or team.

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I can create or co-create the purpose, goals, and success criteria for a project or initiative and develop strategies for anticipated issues.

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I can create or co-create a feasible plan and set of progress-monitoring tools that account for project constraints, resources needed, and other contextual factors.

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When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that attend to cultural and/or power differences (e.g., gender, language, race, ability), and that enable us to each contribute and work well together.

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When available, I can choose and adapt digital tools to meet specific needs for our project or team.

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With guidance, I can stop to check in with myself or my partners to see how it’s going.

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I/we can ask for help if needed.

I can stop to check in with myself or my partners about how it’s going (e.g., Am I stuck? Do I need anything? Am I closer to my goal?).

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If I/we get stuck or distracted, I can come up with some ideas about how to move forward (e.g., ask for help, start over, use a new tool).

I can pause to check in on progress and practice positive self-talk and/or encouragement of my team or partner.

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If I/we get stuck or distracted, I/we can identify the cause of the issue and try out an idea about how to move forward (e.g., change the approach, adjust the environment, ask for the specific help needed to keep progressing).

I can regularly pause to check in with myself and/or others about process and progress toward the goal(s).

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I can practice positive self-talk and/or encouragement of my team or partner.

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If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution.

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I can regularly pause to check in with myself and/or others about process and progress toward the goal(s).

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I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences.

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I/we can use feedback cycles to help improve the work.

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If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives.

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I can engage in difficult conversations to resolve team conflicts or issues, as needed.

I can regularly pause to check in on process and progress toward the goal(s).

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I can practice positive self-talk and/or encouragement of my team or partner that is responsive to individual needs or preferences.

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I/we can use multiple feedback cycles to improve the work and foster shared learning.

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If an issue arises, I/we can recognize it promptly, analyze causes, and pursue a suitable solution informed by multiple data points or perspectives.

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I can engage in and/or facilitate difficult conversations to resolve team conflicts or issues, as needed, using a strengths-based approach.

I can ask questions or express what I like about something someone else made or did.

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With guidance, I can listen to what others say about something I made or did and record or repeat some ideas I heard.

I can ask questions to learn more about someone’s work.

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I can share some things I really like about it and why.

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I can listen to what others say about something I made or did and record or repeat some ideas I heard.

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I can ask questions to learn more about what someone made and how they made it.

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I can identify several strengths, using evidence or examples.

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I can ask for targeted feedback and record or repeat some ideas I heard, using a provided tool or process.

I can ask questions to learn more about what someone made and how and why they made it.

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I can identify strengths and possible improvements, using evidence or examples.

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I can reflect on my work to identify specific aspects I’d like to improve.

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I can ask for targeted feedback and determine the most important or interesting ideas I heard.

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I can ask questions to learn more about someone’s purpose, audience, and approach (e.g., style, craft, medium).

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I can use evidence or examples to identify strengths and prioritize suggestions.

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I can reflect on my work and use quality criteria to identify specific aspects to improve.

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I can ask for targeted feedback from others and decide which suggestions are most relevant and important.

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I can ask questions to learn more about someone’s purpose, audience, approach, and feedback needs to focus my feedback.

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I can use evidence or examples to identify strengths and prioritize suggestions based on the maker’s purpose, audience, and/or approach.

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I can reflect on my work and use quality criteria to identify and prioritize specific aspects to improve.

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I can gather and integrate targeted feedback representing diverse perspectives and relevant expertise or insight.

When it’s my turn, I can share an idea or respond to a question or prompt.

When it’s my turn, I can share my ideas or respond to a question or prompt.

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I can ask a question about the topic.

I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic.

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I can pose a specific question related to the topic and demonstrate active listening (e.g., verbal and nonverbal affirmations, paraphrasing to show understanding, asking for clarification).

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I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic.

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I can pose questions to learn more about other people’s ideas while demonstrating active listening.

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I can practice building on the ideas of others (e.g., elaborating on the idea, connecting to related ideas or evidence).

I can respond to a question, prompt, or comment in a way that shows my knowledge of and/or curiosity about the topic and that offers a new insight, perspective, or evidence-based connection.

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I can pose open-ended questions and use active listening to learn more about views/perspectives that differ from mine

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I can build on the ideas of others and/or challenge them to enhance the discussion (e.g., asking probing questions, elevating minoritized perspectives, citing relevant evidence, addressing errors in data or logic).

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I can adjust my stance or opinion when presented with new information and/or perspectives and explain shifts in my thinking.

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I can respond to questions, prompts, or comments in a way that exhibits deep knowledge and/or curiosity about the topic and that offers new insight, perspective, or evidence-based connections.

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I can monitor and adjust my engagement style to contribute to a balanced and inclusive discussion.

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I can pose questions to build my understanding or broaden my perspective (e.g., prompt elaboration, surface underlying issues or interests) while maintaining an affirming and inclusive tone.

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I can build on the ideas of others and/or challenge them to deepen the discussion or help move it forward.

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I can adjust my stance or opinion when presented with new information and/or perspectives, demonstrate humility with new understandings, and acknowledge and explain shifts in my thinking.

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With guidance, I can share what I liked about something I did or created.

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With guidance, I can notice when something didn’t turn out how I wanted and describe what happened.

I can notice and name when something is easy or hard for me (e.g., socially, academically, emotionally).

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I can name and celebrate something I learned or did well.

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I can identify when something didn’t turn out how I wanted and describe what happened.

With guidance, I can name something I want to try doing differently in the future based on what I learned or experienced.

I can identify learning tasks that are easy or hard for me and share worries or wonders I have about learning/trying something.

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I can name and celebrate something I learned or did well and explain the steps I took to achieve it.

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I can ask myself questions about my learning process (e.g., Did I follow my plan? Did I understand what was needed?) and name something I might do differently in the future based on what I learned or experienced.

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I can identify some of my learning strengths and challenges when presented with a task (e.g., steps I take, what is difficult or easy for me).

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I can explain and critique something I learned or did, celebrating my strengths, contributions, and/or learning.

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I can ask myself questions about my learning process, connect the results of my actions to what I know about myself (e.g., I know I get distracted easily, so next time I’ll choose a quieter space to work), and generate ideas about what I might do differently in the future based on what I learned or experienced.

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I can identify some of my learning strengths and challenges and reflect on previous learning experiences to predict the resources of time, effort, and energy a new task will require.

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I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning.

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I can draw on my understanding of my learning process as well as my experience and/or interactions with others to generate ideas about what I might do differently in the future.

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I can identify my learning strengths and challenges; make informed predictions about the resources of time, effort, and energy a new task will require of me; and develop and practice strategies and systems to help manage my resources and any anticipated challenges.

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I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning, including my creative risk-taking.

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I can draw on my understanding of my learning process, experience, and/or interactions with others to generate ideas about what I want to learn, pursue, and/or do differently in the future.

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I can share and advocate for my learning strengths and needs, anticipate the resources of time and energy tasks will require, and routinely use learning strategies and systems with flexibility.

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I can reflect on multiple aspects of my learning process, identify how they influenced my results, and make a plan to strengthen or make changes to my process in the future.

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NC.1

Recognize and process my feelings

NC.2

Recognize and respond to the feelings of others

NC.3

Apply strategies to work toward resolution

With guidance, I can learn and practice a way to calm myself (e.g., take deep breaths, count to ten, drink water, get fresh air, sing or hum, move my body).

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With guidance, I can name what I’m feeling.

With guidance, I can use a strategy to calm myself when I feel upset.

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I can identify the specific emotion(s) I am feeling (e.g., mad, sad, scared, nervous).

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I can locate where I feel it in my body (e.g., heartbeat, stomachache, sweaty palms, tight chest, tearfulness).

I can use one or more strategies to calm myself when I feel upset, and I can locate where I feel it in my body.

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I can identify the specific emotion(s) I am feeling and the specific stressor that caused me to be upset.

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I can determine when I am ready to share how I’m feeling.

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I can pause to notice when I’m having an emotional response, and I can locate where I feel it in my body.

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I can use one or more strategies to calm myself.

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I can identify the specific emotion(s) I am feeling, reflect on what may have prompted them (e.g., When did I start feeling this way? What is causing this feeling? Have I felt this before?), and take note of new or recurring stressors that cause me to be upset.

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I can determine when I am ready to share with others how I’m feeling.

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I can pause to notice without judgment when I’m having an emotional response, locate where I feel it in my body, and use one or more strategies to calm myself and/or prevent myself from feeling overwhelmed.

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I can identify the specific emotion(s) I am feeling, reflect on what may have prompted them, and take note of new or recurring stressors that cause me to be upset.

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I can determine when I am ready to share with others how I’m feeling and choose a setting that works well for me and others.

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I can learn and practice a new strategy to manage or avoid an anticipated stressor.

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I can pause to notice without judgment when I’m having an emotional response, locate where I feel it in my body, and use one or more strategies to self-regulate.

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I can determine whether my emotional response is connected to a recurring stressor and practice ways to separate past or unrelated factors from the current situation.

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I can determine when I am ready to share with others how I’m feeling and choose a setting that works well for me and others.

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I can develop healthy practices and/or plans (e.g., if-then planning, counseling, community support, boundary-setting) for managing or avoiding anticipated stressors.

With guidance, I can listen to the reasons another person is feeling upset.

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I can show that I am listening.

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I can listen to the reasons another person is feeling upset.

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With guidance, I can show my understanding of what they’ve said (e.g., restate, paraphrase).

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I can listen and observe body language to identify how another person is feeling.

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I can express in my own words how the other person feels and why they feel that way.

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I can listen and observe body language to identify the feelings and perspectives of others.

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I can ask questions to better understand the other person’s views or feelings and to better understand the source of the conflict.

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I can express in my own words how the other person feels and why they feel that way.

I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify the feelings and perspectives of others.

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I can ask questions to better understand the other person’s views or feelings, the source of the conflict, and any cultural or social identity factors that might be at play (e.g., values, language, gender-related or racial power dynamics).

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I can demonstrate empathy by connecting to, and expressing understanding of, the feelings and perspectives of others involved.

I can practice active listening and careful observation of verbal, physical, and/or situational cues to identify the feelings and perspectives of others.

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I can ask questions to better understand others’ views or feelings, the source of the conflict, and any cultural or social identity factors that might be at play.

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I can demonstrate empathy by connecting to, and expressing understanding of, the feelings and perspectives of others involved.

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I can work with others to fairly contextualize the conflict, differentiate intention from impact, and explain and/or validate the different experiences and/or perspectives among those involved.

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I can say what happened.

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With guidance, I can share an idea for resolving the conflict.

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I can use “I” statements to share what happened.

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I can share an idea for resolving the conflict fairly.

I can use “I” statements to explain the conflict.

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I can work with others to determine fair and constructive ways to address a conflict.

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I can share ideas for how to avoid harm in the future, when applicable.

I can explain the conflict from multiple points of view.

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I can work with others to determine and implement a fair and constructive way to address a conflict.

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I can acknowledge my specific role in the conflict and take steps to repair harm and/or help implement a solution.

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I can share ideas for how to avoid harm in the future, when applicable.

I can explain the conflict from multiple points of view and help build a shared understanding of the conflict, its causes, and its impact, including any harm caused.

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I can work with others to determine and implement the most fair and constructive ways to address or process the conflict.

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I can acknowledge my specific role in the conflict and take steps to repair harm and/or help implement a solution.

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I can share ideas for how to avoid harm in the future, when applicable.

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I can explain the conflict from multiple points of view and help build a shared understanding of the conflict, its causes, and its impact, including any harm caused.

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I can help de-escalate by modeling, facilitating, and/or encouraging constructive language and actions in others.

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I can work with others to determine and implement a fair and constructive way to address or process the conflict.

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I can acknowledge my specific role in the conflict, take steps to repair harm, help implement a solution, and generate ideas for preventing harm or managing similar conflicts in the future.

RW.1

Find inspiration and ideas

RW.2

Engage and critique perspectives

RW.3

Evaluate use of techniques and technology

RW.4

Learn from the past

I can notice when something I observe, do, or learn makes me feel excited or curious.

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With guidance, I can come up with one or more ideas about what to do, try, or learn next.

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I can notice and keep track of activities or experiences that make me feel excited or curious.

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I can come up with one or more questions or ideas about what I want to do, try, or learn next.

I can notice and keep track of experiences that affect me emotionally (e.g., excited, moved, curious).

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I can draw from a source of inspiration (e.g., experience, observation, interaction, pattern, text, new learning) to generate questions or ideas and choose one to pursue that excites or motivates me.

I can notice and keep track of experiences that affect me emotionally and reflect on why.

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I can draw from a source of inspiration to help me imagine something new, draw connections, or generate questions or ideas and choose one idea to pursue that energizes me and/or is in line with my purpose.

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I can take steps to help me explore or pursue my question or idea.

I can notice and keep track of experiences that affect me emotionally and reflect on why.

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I can respond to a source of inspiration by trying on or playing with ideas (e.g., imagine, visualize, predict, pose questions, make connections), and I can choose one idea to pursue that energizes me and/or is in line with my purpose.

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I can take steps to further explore my question or idea while making intentional choices about my approach (e.g., choose my environment or setting, block dedicated time, engage thought partners, refresh sources of inspiration).

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I can notice and keep track of experiences that affect me emotionally, and I can reflect on and speculate about their meaning.

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I can respond to sources of inspiration by trying on, playing with, or questioning ideas, and I can pursue ideas that energize me and/or are in line with my purpose.

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I can take steps to further explore my questions or ideas while making intentional choices about my approach to help me sustain my attention, energy, creativity, and/or inspiration.

With guidance, I can give a summary of what a text (e.g., story, video, design) is about.

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I can share what I liked or didn’t like about the text and why.

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I can summarize a text and ask questions about the maker to better understand it.

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I can share what I liked and/or didn’t like about the text and why, and I can discuss how it connects to my own ideas or experiences.

I can summarize a text and ask questions about the maker to better understand the text and its purpose and context.

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I can share what I liked and/or didn’t like about a text and why, and I can discuss how my own ideas and experiences influence my opinion about the text.

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I can describe and characterize the key themes or ideas of a text, drawing on details from the text, and/or its purpose and context.

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I can use questions about the text’s maker, supporting evidence, purpose, and context to evaluate its relevance and credibility.

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I can analyze and discuss how my own prior knowledge and experiences, beliefs, and values inform my understanding and evaluation of the text.

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I can describe and characterize the key themes or ideas of a text and draw connections to past or present issues, events, or institutions (e.g., political, religious, cultural, racial).

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I can ask and answer questions about the text’s maker, supporting evidence, purpose, and/or context to evaluate the quality, integrity, relevance, and/or significance of the text.

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I can reflect on my own biases and discuss the limitations of my perspectives, evidence base, or analysis of the text.

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I can describe and characterize the key themes or ideas of a text and their connections to issues of power and identity in broader social, cultural, political, and/or professional contexts.

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I can ask and answer questions about the text’s maker, supporting evidence, purpose, and context—including their relationship to other positions, experts, or sources—to evaluate the quality, integrity, relevance, and/or significance of the text.

I can reflect on my own biases and discuss the limitations of my perspectives, evidence base, or analysis of a text.

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With guidance, I can notice when an author/creator did something to attract my attention and describe it in my own words.

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I can say what I liked about the work and why.

I can look for specific ways the maker did something to attract my attention and talk about the effect it had on me.

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I can share ideas about why the author/creator might have made choices about what to make stand out.

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I can identify specific ways the maker used media features (e.g., words, phrases, images, music) to attract my attention, and I can generate ideas about why these techniques were used.

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I can use a set of given criteria to evaluate a work.

I can highlight examples of the maker’s use of techniques and tools and discuss their purpose, effectiveness, and how they contribute to the overall effect of the work.

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I can use criteria to evaluate and, when applicable, compare multiple works.

I can evaluate the maker’s use of techniques and tools and how well they served the maker’s purpose.

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I can analyze how all the elements of a work (e.g., subject, form, technique) and its context combine to create effect.

I can develop and use criteria to evaluate and compare works.

I can evaluate the maker’s use of techniques and tools and how well they served the maker’s purpose and/or achieved beauty, power, or persuasiveness.

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I can analyze how all the elements of a work and its context combine to create effect, as well as how different audiences might experience the work differently.

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I can develop and use criteria to evaluate and compare works, considering such factors as production value, accessibility, or originality.

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With guidance, I can share some traditions or stories that are special to me.

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With guidance, I can name something from the past and connect it to something today.

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I can share traditions, stories, and/or cultural practices and explain why they are important to me, my family, and/or community.

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I can identify similarities and differences between aspects of life and/or events from the past and today.

�With guidance, I can compare different narratives of the same event and name some ways they differ.

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I can describe some ways that individuals or groups have tried to improve their communities over time.

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I can share and explain my traditions, stories, and/or cultural practices and ask others about theirs, sharing what I learn.

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With guidance, I can identify ways that past events and people have informed/ influenced our lives today.

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I can compare different narratives of the same event and explain how they differ.

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I can investigate strategies used in the past to help address an issue or build strength, including the unique roles that individuals, community groups, and/or governments played that were most helpful.

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I can research and share my cultural heritage and history and the cultural heritage and histories of others.

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I can connect historical events with current ones and identify some patterns.

�I can compare historical narratives, explain how they differ, and present possible reasons why.

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I can evaluate the effectiveness of strategies used in the past to address an issue or build upon strengths, including the unique roles that individuals, community groups, government, and/or other entities played.

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I can research and share my cultural history and heritage, as well as the cultural histories and heritages of others, and take actions to preserve them (e.g., recording oral histories, participating in cultural preservation activities).

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I can connect and analyze historical events and perspectives with current ones, pointing out patterns between and across times, cultures, and other contexts.

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I can compare historical narratives, explain how they differ, and present possible reasons why.

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I can evaluate the strategies and roles of historical key players (e.g., government, private sector, citizen sector) in creating, improving, or enabling a current problem.

I can research, share, and lead efforts to engage in and preserve cultural heritage (e.g., creating digital archives, organizing community heritage projects).

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I can hold broad and complex historical contexts and patterns as I connect and analyze historical events and perspectives across times, cultures, and other contexts, including current ones.

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I can critically analyze multiple historical narratives, incorporating an understanding of shifting historiography as I do so.�

I can evaluate the strategies and roles of key historical and contemporary players in creating, enabling, or improving a current problem or developing a current strength.

RQ.1

Pose and solve problems

RQ.2

Analyze and interpret data

RQ.3

Represent and communicate information mathematically

I can rephrase a problem in my own words and choose one way to solve it.

I can rephrase a simple problem in my own words and break it down into phases, steps, or parts.

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With guidance, I can try out a problem-solving strategy (e.g., tinker, look for patterns, visualize and draw it) to come up with an approach.

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I can explain or show my approach in words and/or pictures.

I can organize important information about a problem (e.g., using a chart, table, or graph) to help me identify a starting point for solving it.

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I can try out at least one problem-solving strategy to begin testing an approach.

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With guidance, I can test whether my approach and/or solution is reasonable.

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I can explain or show my approach in words and/or pictures.

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I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it.

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I can identify the facts, precedents, or assumptions that I am bringing to the problem or my approach.

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I can choose problem-solving strategies to build an approach, making changes to my approach if I get stuck (e.g., solve a simpler problem, work backward, guess and test, try numerical cases).

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I can test whether my approach and/or solution is reasonable and accurate.

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I can illustrate and/or explain my approach and how it led to my solution.

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I can organize important information about a problem, ask questions to better understand its context and parts, and identify a starting point for solving it.

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I can evaluate the relevance and validity of facts, precedents, or assumptions that I am bringing to the problem and/or my approach.

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I can choose strategies, tools, or methods to develop an approach, experimenting with ideas and/or lines of reasoning.

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I can test my or others’ solutions and make corrections to ensure they are reasonable and accurate (e.g., attendant to the meaning of quantities; free from computational errors).

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I can illustrate and/or explain my solution and rationale.

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I can use a range of tools, strategies, or methods to frame, create, and/or evaluate a problem and its context and determine essential resources for exploring or solving it.

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I can choose and apply relevant and credible facts, precedents, or assumptions to bring to the problem and/or my approach.

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I can choose strategies, tools, or methods to generate a novel approach, experimenting with ideas, theories, or lines of reasoning.

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I can test my or others’ solutions in multiple ways to confirm the validity and accuracy of an approach and a solution.

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I can illustrate and/or explain my solution and rationale.

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I can describe the patterns I see in a source of information.

I can describe the patterns I see in a data set.

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I can explain or show what I think it means and why.

I can identify and describe patterns and outliers in a data set.

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I can use reasoning and contextual information to explain what the data mean.

I can identify and describe patterns and outliers in one or more sources of data.

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I can analyze data sets involving linear or nonlinear relationships and use details about the data to understand or investigate relationships.

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I can use reasoning, math skills, and contextual information to draw inferences about the data and/or explain phenomena.

I can apply concepts and methods of statistical analysis (e.g., slope, intercept, correlation coefficient for linear fits) to analyze and characterize data from an investigation.

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I can determine the relevance or significance of the data as they relate to a hypothesis, working explanation, or relevant theory, as well as limitations of my analysis.

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I can draw evidence-based inferences about the data to support a claim and/or evaluate others’ interpretations and/or analysis.

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I can lead an initiative or project involving the analysis and interpretation of data to address an important issue or need.

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I can select and apply advanced data analysis concepts, methods, and technologies to derive original insights and/or inform future research.

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I can determine the relevance or significance of the data as they relate to a hypothesis, working explanation, or relevant theory, as well as limitations of my analysis.

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I can draw evidence-based inferences about the data to support a claim and/or evaluate others’ interpretations and/or analysis.

With guidance, I can draw pictures and/or use objects to help me explain a problem or situation.

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I can draw pictures and/or use objects to record what I see and/or to explain my thinking about a problem or situation.

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I can make choices about the features of my visual representation (e.g., size, shape, color, relative placement) to show important quantities, relationships, or changes in a problem or situation.

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I can practice using different tools and techniques for visually representing information (e.g., diagrams, tables, graphs, flowcharts, formulas).

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I can provide descriptive information in my displays (e.g., title, labeled axes, units) to accurately depict patterns, quantities, relationships, or changes in a problem or situation.

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I can choose tools and techniques for organizing and displaying information based on the type and amount of data and/or what I want to communicate about it.

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I can provide descriptive information in my displays to accurately depict patterns, quantities, relationships, or changes in a problem or situation and, when applicable, offer interpretations or claims.

I can accurately organize and display data using tools and displays (e.g., tables, charts, graphs) aligned to my purpose.

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I can use descriptive vocabulary and analytical tools (e.g., best-fit functions, measures of central tendency) to discuss, illustrate, and offer interpretations of mathematical and/or conceptual relationships.

I can accurately organize and display data using tools and displays aligned to my purpose, data set, audience, and context.

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I can use descriptive vocabulary and analytical tools to discuss and illustrate mathematical and conceptual relationships with clarity to make evidence-based claims and/or to evaluate others’ conclusions.

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I can represent data to demonstrate mathematical insight with novelty and/or elegance.

SW.1

Nurture my identity

SW.2

Build affirming life practices

SW.3

Build cultural intelligence

SW.4

Connect to the natural world

I can share what I like to do in my free time and why.

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I can share what I like about myself.

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I can ask questions about my family, community, or culture to learn more about myself.

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I can share some things that are unique or special about me (e.g., interests, likes, dislikes, experiences).

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With guidance, I can explore an aspect of my identity.

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I can talk to someone who cares about me if I have negative feelings about myself (e.g., guilt, anger, shame, sadness, etc.) or feel like I don’t belong.

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With guidance, I can identify someone I admire (e.g., someone I know or learn about) that I feel connected and/or similar to and express why I admire them.

I can share aspects of my identity and give examples of how they are expressed in my life (e.g., I’m an athlete, I love to spend time playing sports).

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I can explore and express (e.g., share, celebrate, etc.) some aspects of my identity that I feel proud of and explain why these parts of me are important (e.g., I’m proud that I speak two languages because it helps me communicate with people in the different communities I belong to).

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I can talk to someone who cares about me if I’m feeling negatively about myself or that I don’t belong due to an aspect of my identity.

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I can identify a role model who shares a part of my identity and express why I am proud to feel connected to them.

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I can explore and express the most central aspects of my identity that give me pride and reflect on how different aspects of my identity connect to one another and within my relationships (e.g., to others, the natural world, the past).

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I can recognize when I feel confused or negative about myself and discern when it is because of a stereotype or misinformation about my identity.

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With support, I can practice a response to an identity-based stereotype that considers timing, priority, and safety.

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I can find a role model who shares a part of my identity, express why I am proud to feel connected to them, and join identity-affirming spaces (e.g., affinity groups, religious spaces, etc.).

I can articulate and reflect upon the complexity of my intersectionality, how it is expressed in my life and relationships, and support others to do the same.

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I can examine a stereotype that relates to aspects of my identity and practice a repertoire of responses that consider timing, priority, safety, and support resources (e.g., institutional, legal, community).

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I can connect with a role model around shared identity and engage in identity-affirming spaces.

I can articulate and reflect upon the complexity of my intersectionality, how it is expressed in my life and relationships, and how different aspects of my identity have evolved over time.

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I can regularly honor, reflect on, and show pride in aspects of my identity, adapting practices as my needs, identities, and interests evolve over time.

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I can support others in their connection and pride to their identities and challenge systemic barriers that prevent people from expressing their identity fully.

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I can examine stereotypes that relate to aspects of my identity and counter them with truths about my life and experiences in a manner and medium that nurtures my identity.

�I can connect with a role model around shared identity and lead or co-lead identity-affirming spaces.

I can identify people or activities that make me happy and/or that make me feel better when I am upset.

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I can talk about the things I want for my future.��I can name people, things, and experiences I am thankful for.

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I can share about activities, interests, and/or people in my life who bring me joy.

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I can share specific hopes and/or goals that I have for my future.

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I can notice and name people, things, experiences, and small moments/events I am thankful for.

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I can choose activities, interests, and/or relationships that bring me joy and help me feel connected to myself, my community, my culture, and/or the natural world.

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I can set intentions for my well-being (e.g., physical, emotional, and/or social health) and take steps toward them.

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I can find reasons to feel thankful and can share that gratitude with others.

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I can regularly participate in activities, interests, and/or relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world.

I can set intentions related to my well-being or an area of my life (e.g., spiritual, financial, academic, physical, creative) and take steps toward them, drawing on different sources of support (e.g., personal knowledge, mentors, cultural traditions/wisdom, social networks).

I can practice gratitude and reflect on how it impacts my well-being and relationships.

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I can build routines and practices to consistently prioritize activities, interests, and relationships that bring me joy, affirm my identity, and/or help me feel connected to myself, my community, my culture, and/or the natural world.

I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones.

I can pause to check in with myself about how well my priorities, commitments, and actions support my well-being.

I can practice and reflect upon gratitude while also naming truths of personal hardship or struggle.

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I can build and sustain routines and practices that help me consistently prioritize what brings me joy, affirms my identity, and/or helps me feel connected to myself, my community, my culture, and/or the natural world.

I can set intentions and a plan for an area of my life I want to grow or nurture, and I can take steps toward them while drawing on existing sources of support or seeking new ones.

I can develop a practice of mindfulness and reflection to determine how well my priorities and actions support my well-being, and I can make adjustments based on new insight.

I can integrate a gratitude practice into my life without diminishing truths of personal hardship or struggle.

With guidance, I can share some practices, beliefs, and celebrations that are important to me and/or my community.

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With guidance, I can learn about practices, beliefs, and celebrations of communities and people who are different from me.��With guidance, I can name and celebrate some of the differences between me and others.

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I can participate in an event or experience that is important to me, my community, and/or to people from other communities.

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I can name similarities and differences between my culture/lived experiences and others I learn about or experience.��I can share some ways that the differences between me and others are interesting or special.

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I can participate in an event or experience that is culturally relevant and/or diverse and reflect on aspects that I appreciated.

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I can name similarities and differences between or among cultures/lived experiences I learn about or experience without making value judgments.

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With guidance, I can identify stereotypes and/or misinformation about people or groups and try out some ways to counteract them (e.g., check assumptions, verify facts, broaden sources or experiences, seek additional context).

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I can participate in and reflect on an event or experience that is culturally relevant and/or diverse and choose ways to adapt my style of engagement and/or express my appreciation.

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I can ask open-ended questions to learn about cultures and lived experiences other than my own (e.g., traditions, norms, languages, rituals, values, arts) without making value judgments and helping others use a similar inquiry stance.

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I can recognize stereotypes that relate to aspects of social or cultural identity (mine or others’) and I can counter them with verifiable facts or evidence.

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I can identify one or more of my own implicit biases and practice some ways to counteract them.

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I can participate in and reflect on both culturally relevant and diverse experiences and choose ways to adapt my style of engagement and/or express my appreciation.

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I can take initiative to learn about cultures and lived experiences other than my own without making value judgments and while helping others use a similar inquiry stance.

I can disrupt stereotyping when I observe it happening by noting it and countering it with facts, evidence, or insights from history and/or my own lived experiences.

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I can reflect on my own implicit biases and how they are presenting in my interactions with others, and I can practice strategies to counteract them.

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I can regularly seek out and engage in both culturally relevant and diverse experiences and choose responsive ways to adapt my style of engagement and/or express my appreciation.

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I can take initiative to learn about cultures and lived experiences other than my own without making value judgments or reductive comparisons and while helping others use a similar inquiry stance.

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I can disrupt stereotyping or explicit bias when I observe it happening by promptly noting it, naming the harm it causes, and countering it with facts, evidence, or insights from history and/or my own lived experiences.

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I can regularly reflect on my implicit biases, practice curiosity and courage in understanding their impact on others, and consistently use strategies to counteract them.

With guidance, I can use my senses and name what I see, hear, feel, or smell in the natural world (e.g., soft leaves, loud birds).

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I can notice and name things from the natural world that I like or find beautiful.

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With guidance, I can help care for the natural world (e.g., watering plants, picking up litter).�

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I can use my senses and name what I see, hear, feel, or smell in the natural world.

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I can notice and name things from the natural world and share what makes them beautiful or special to me.

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I can help care for the natural world including plants, animals, and land.��With guidance, I can share some ways that my nature-based actions (e.g., creating a garden, caring for animals) help both nature and myself.

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I can use sensory experiences to see patterns (e.g., symmetry, cycles, etc.) and grow my understanding of the natural world.

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I can regularly notice things from the natural world, share what makes them beautiful or special to me, and identify how they make me feel.

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I can help care for the natural world and join activities, groups, or events to expand that effort within my communities.

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I can share how my nature-based actions help and/or harm both nature and myself.

I can seek out and reflect on sensory experiences to help me grow my knowledge and understanding of the natural world, experience and share nature’s stories, and notice how they affect my feelings and moods.

I can seek out beauty and awe from the natural world and reflect on my emotional responses.

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I can take individual initiative to be a steward of the natural world, support and join collective environmental actions within my communities, and help educate others in taking care of the natural world.

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I can engage in behaviors and practices that show a reciprocal relationship with nature (e.g., restoring a habitat, helping plants grow) and identify ways that I’m balancing my needs with nature’s needs.

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I can integrate sensory experiences from nature into my self-care routines and use them for continual learning and sharing.

I can seek out beauty and awe from the natural world, reflect on my emotional responses, and use those experiences to find greater connection and humility.

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I can participate in, advocate for, and lead individual and collective responsibilities for environmental stewardship within my communities.

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I can engage in and advocate for individual and community behaviors that reflect a reciprocal relationship with nature.

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I can integrate sensory experiences from nature into my self-care routines, use them for continual learning and sharing, and support others in developing their sensory connection to nature.

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I can integrate experiences of beauty and awe in the natural world into my ongoing self-care and spiritual practice.

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I can take individual and collective action for stewardship of the more-than-human world and organize and lead long-term environmental stewardship efforts that promote systemic change.

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I can engage in and teach others how to develop a reciprocal relationship with nature and advocate for systemic change that honors this relationship.

With guidance, I can use my senses and name what I see, hear, feel, or smell in the natural world (e.g., soft leaves, loud birds).

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I can notice and name things from the natural world that I like or find beautiful.

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With guidance, I can help care for the natural world (e.g., watering plants, picking up litter).�

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I can use my senses and name what I see, hear, feel, or smell in the natural world.

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I can notice and name things from the natural world and share what makes them beautiful or special to me.

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I can help care for the natural world including plants, animals, and land.��With guidance, I can share some ways that my nature-based actions (e.g., creating a garden, caring for animals) help both nature and myself.

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I can use sensory experiences to see patterns (e.g., symmetry, cycles, etc.) and grow my understanding of the natural world.

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I can regularly notice things from the natural world, share what makes them beautiful or special to me, and identify how they make me feel.

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I can help care for the natural world and join activities, groups, or events to expand that effort within my communities.

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I can share how my nature-based actions help and/or harm both nature and myself.

I can seek out and reflect on sensory experiences to help me grow my knowledge and understanding of the natural world, experience and share nature’s stories, and notice how they affect my feelings and moods.

I can seek out beauty and awe from the natural world and reflect on my emotional responses.

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I can take individual initiative to be a steward of the natural world, support and join collective environmental actions within my communities, and help educate others in taking care of the natural world.

​

I can engage in behaviors and practices that show a reciprocal relationship with nature (e.g., restoring a habitat, helping plants grow) and identify ways that I’m balancing my needs with nature’s needs.

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I can integrate sensory experiences from nature into my self-care routines and use them for continual learning and sharing.

I can seek out beauty and awe from the natural world, reflect on my emotional responses, and use those experiences to find greater connection and humility.

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I can participate in, advocate for, and lead individual and collective responsibilities for environmental stewardship within my communities.

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I can engage in and advocate for individual and community behaviors that reflect a reciprocal relationship with nature.

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I can integrate sensory experiences from nature into my self-care routines, use them for continual learning and sharing, and support others in developing their sensory connection to nature.

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I can integrate experiences of beauty and awe in the natural world into my ongoing self-care and spiritual practice.

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I can take individual and collective action for stewardship of the more-than-human world and organize and lead long-term environmental stewardship efforts that promote systemic change.

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I can engage in and teach others how to develop a reciprocal relationship with nature and advocate for systemic change that honors this relationship.