Valor Phase System Mastery Markers 2.0
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SY 17-18 Phase System 2.0: Mastery Markers
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Initial Commitment Phase IC.NP.a: Scholar can make connections between roles and values by identifying three roles that he/she plays in his/her life and three related personal values.
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IC.NP.b: Scholar can communicate the importance of three Valor Commitments of his/her choosing by stating each commitment from memory and then communicating one or more reasons the commitment is important.
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IC.NP.c: Scholars can make 2 direct connections of ways that they live out Compass Habits.
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Commitment Phase C.BH.a: From memory, scholar can identify 2 - 4 personal values that were shared through Appreciations. For at least one of the values the scholar can also restate the Appreciation.
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C.BH.b: Scholar can share an Appreciation that surprised him or her.
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C.BH.c: Scholar can make a general statement about his/her recognition of values that were shared.
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C.BH.d: Scholar can communicate a personal opinion about the power of kindness towards self and others.
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C.BH.e: Scholar can communicate 1 - 2 examples of Appreciations that were shared that would have made an important person(s) proud and can explain why they would have made that person(s) proud.
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C.SM.a: Scholar can explain what an infographic is and what its overall/general purpose is.
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C.SM.b: Scholar can a.) communicate two specific pieces of information he/she found interesting about the diversity data collected for his/her infographic and b.) can explain what about this information is interesting to him/her.
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C.SM.c: Scholar can define or explain diversity in his/her own words.
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C.SM.d: Scholar can identify two reasons why learning in a diverse community may be beneficial or useful.
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C.NP.a: Scholar can define or explain identity in his/her own words.
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C.NP.b: Scholar can explain why skin color is not a sure way to understand the complexity of someone’s identity, or who they are.
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C.NP.c: Scholar can identify 5 aspects of their identity.
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C.NP.d: Scholar can name two personal values and explain their importance.
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C.NP.e: Scholar can communicate one hope/wish/dream for the future and explain actions that support him/her towards that hope/wish/dream.
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C.AA.a: Scholar can define determination in his/her own words.
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C.AA.b: Scholar can identify two examples of times when his/her determination had a direct, and positive, impact on an outcome.
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C.AA.c: Scholar can provide an example of how using multiple practice strategies led to successfully memorizing the Valor Commitments.
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C.AA.d: Scholar can explain the benefit of tracking his/her growth overtime in the context of learning the Valor commitments.
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C.AA.e: Scholar can a.) communicate a goal that he/she set to live out a Valor Commitment, b.) can explain the benefit of the goal and, c.) explain why he/she did or did not live out the commitment.
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C.TN.a: Scholar can communicate the nature of the human mind.
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C.TN.b: Scholar can explain a Beginner's Mind.
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C.TN.c: Scholar can identify all five "sense doors" and their purpose.
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C.TN.d: Scholar can explain what the Valor Core True North practice is in his/her own words.
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C.TN.e: Scholar can explain why we call certain parts of breathing, or breath, an "anchor".
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Exploration Phase Ex.BH.a: Scholar can identify 2 - 3 specific reasons why allowing others to see and learn more about them can be beneficial for themselves and their relationships.
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Ex.BH.b: Scholar can identify 2 pieces of information that took courage to share and can communicate why these pieces of information required courage to share.
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Ex.BH.c: Scholar can make direct connections between what he/she shared in If You Really Knew Me or 1,000 Questions and his/her personal values.
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Ex.SM.a: Scholar can identify 2 - 3 general lines of difference or diversity.
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Ex.SM.b: Scholar can make 2 - 3 direct connections between diverse characteristics and personal values.
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Ex.SM.c: Scholar can communicate 2 examples of values they identified in others and the potential benefits of this person having and using these values in the Valor community and beyond.
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Ex.SM.d: Scholar can make a statement that sheds light on the belief that “Diversity is Strength” and shows that they believe this statement to be true.
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Ex.NP.a: Scholar can identify all five of his/her signature strengths from memory.
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Ex.NP.b: Scholar can make a connection between the idea of a multi-storied self and signature strengths, by filling in this statement: I am unique and multi-storied because I am not only _____, but I am also _____, _____, _____, and _____ [insert signature strengths].
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Ex.NP.c: Scholar can identify a significant event or situation in which he/she used one or more signature strengths and can communicate one or more benefits.
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Ex.NP.d: Scholar can identify a stressful or upsetting situation or event and can communicate how use of a strength supported him/her to rise above and move past this situation.
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Ex.NP.e: Scholar can identify at least two strengths that were illuminated through connecting and listening to trusted others in their life.
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Ex.NP.f: Scholar can identify ways that he/she applied three signature strengths in daily life and can identify the benefit or impact of this use.
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Ex.AA.a: Scholar can identify the four key components, or parts of deliberate practice from memory.
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Ex.AA.b: Scholar can explain why determining his/her baseline, or starting point, is useful when working towards a defined goal.
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Ex.AA.c: Using the 30-Day Challenge as context, scholar can a.) identify at least one reason why using multiple practice strategies is important and b.) can provide a specific example from the 30-Day Challenge that explains the importance of using multiple practice strategies.
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Ex.AA.d: Scholar can a.) communicate the benefit of the 30-Day Challenge, Mid-Point Check-In and b.) can identify at least one key piece of feedback that they received during that Mid-Point Check-in that led to increased progress towards his/her goal.
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Ex.TN.a: Scholar can identify two ways of being that support doing a True North practice.
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Ex.TN.b: Scholar can communicate what an intention is in relation to a True North practice.
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Ex.TN.c: Scholar can communicate the basic definition of the practice of "noting" or "labeling".
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Ex.TN.d: Scholar can explain the idea of, "Don't believe everything you think."
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Ex.TN.e: Scholar can explain why the statement, "We are trying to get rid of our thoughts through True North practice.", is false.
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Responsibility Phase R.BH.a: Scholar can define “gratitude” in his/her own words.
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R.BH.b: Scholar can identify two proven benefits of gratitude from memory.
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R.BH.c: Scholar can name the three elements, or components, of savoring from memory.
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R.BH.d: Scholar can name at least one way that the Gratitude Attitude Challenge changed the way that he/she feels about and/or pays attention to the people sights, emotions, etc. in his/her life.
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R.BH.e: Scholar can make a connection between his/her understanding of gratitude and his/her ability to show kindness to those in his/her life.
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R.BH.f: Scholar can identify one way that he/she will continue to grow his/her “Gratitude Attitude” into the future.
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R.SM.a: Scholar can identify where certain values are learned by providing an example of a personal value and its origin (i.e., where he/she learned it).
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R.SM.b: Scholar can communicate the relationship between a perspective and values.
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R.SM.c: By providing an example from Balancing Perspectives, scholar can explain how identifying values can lead to appreciating a perspective different from one’s own.
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R.SM.d: Scholar can communicate how appreciating, or honoring, another’s values despite differences in perspective may be useful in the future. Scholar provides a specific, possible future example or situation.
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R.NP.a: Scholar can explain the meaning of a “stormy statements” and a “sunny statement” in his/her own words.
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R.NP.b: Scholar can identify the benefit, or purpose, of participating in the Circle Exercise Weathering Storms.
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R.NP.c: By reading Life Story 4.0: Flexing Your Strengths, the scholar identifies at least two strengths and how these strengths were used to change his/her relationship to the identified concern.
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R.AA.a: Scholar can identify at least two ways that reading his/her letter may have positively impacted the younger Pride.
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R.AA.b: Scholar can explain at least two ways that he/she used two or more Valor Compass Habits when supporting another scholar(s) in “Leave No Community Member Behind”. Note: The details provided should include specifics of his/her behaviors.
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R.AA.c: From memory, scholar can communicate non-aligned behaviors, the commitments broken, and the personal commitments he/she plans to make to two members in his/her Pride.
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R.TN.a: Scholar can state whether or not he/she thinks you should note or label everything he/she thinks or feels and can explain his/her response.
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R.TN.b: From memory, scholar can identify the three ways that thoughts and feelings can be labeled.
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R.TN.c: Scholar can identify why you label thoughts and feelings as positive, negative, or neutral.
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Community Phase The remaining Community Phase Mastery Markers are COMING SOON.
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CM.BH.a: From memory, scholar can identify two or more examples of ways that trusted others in his/her life view him/her as kind.
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CM.BH.b: Scholar can communicate a definition of self-talk and can explain the purpose of self-talk.
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CM.BH.c: Scholar can name an example of something that he/she struggles with and can communicate the positive self-talk that he/she used to counter, or go against, this struggle or concern.
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CM.BH.d: Scholar can communicate the focus of his/her personal Kindness Master Plan, at least two action items that were included, and at least one benefit, or outcome, of living out his/her plan.
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CM.BH.e: From memory, scholar can identify three or more ways of being that he/she learned support safe and strong relationships.
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CM.BH.f: Scholar can communicate the focus of his/her Kindness Master Plan towards others, at least two action items that were included, and at least one benefit, or positive outcome, of living out his/her plan.
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CM.SM.a:
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CM.SM.b:
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CM.SM.c:
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CM.SM.d:
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CM.NP.a: Scholar can explain the purpose and importance of studying the way different groups of people are portrayed, or shown, in the media (e.g., in advertisements, movies, television shows, etc.).
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CM.NP.b: Scholar can identify two or more ways that he/she is portrayed in the media that is not aligned with his/her personal experience and/or his/her observations of people in this group.
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CM.NP.c: Scholar can identify a group of people, different from themselves, who is portrayed, or shown, in 2 or more ways in the media that is not aligned to his/her personal experience of a person, or multiple people in that group.
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CM.NP.d: Scholar can explain what “danger of a single story” means in his/her own words.
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CM.AA.a: Scholar successfully identified a challenge and worked on it through use of the WOOP tool for 1 month.
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CM.AA.b: Scholar can communicate the importance of identifying “small wins” while working on a challenging task.
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CM.AA.c: Scholar can communicate Compass Habits that he/she used to work through his/her challenging task.
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CM.TN.a: Scholar can identify what a mantra is in the context of a True North practice.
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CM.TN.b: Scholar can explain the basic definition of a body scan.
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CM.TN.c: Scholar can explain the Valor Core True North practice, including noting or labeling.
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CM.TN.d: Scholar can identify a "small win"/something that feels easier about True North practices compared to when he/she started practicing.
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CM.TN.e: Scholar can identify a challenge he/she is facing with a True North practice(s) and identifies a potential explanation or solution.
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Relationship WorkRW.a: Scholar can name the four steps of Relationship Work from memory.
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RW.b: Scholar can communicate the outcome of the Relationship Work he/she participated in.
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RW.c: Scholar can identify 1 - 2 reasons that doing Relationship Work supports healthy relationships.
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RW.d: Scholar can identify at least one situation or setting outside of school when knowing how to do Relationship Work might be beneficial, or useful.
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