Valor Phase System Mastery Markers 2.0

	A	B
1	SY 17-18 Phase System 2.0: Mastery Markers
2	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.
3		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.
4		IC.NP.c: Scholars can make 2 direct connections of ways that they live out Compass Habits.
5	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.
6		C.BH.b: Scholar can share an Appreciation that surprised him or her.
7		C.BH.c: Scholar can make a general statement about his/her recognition of values that were shared.
8		C.BH.d: Scholar can communicate a personal opinion about the power of kindness towards self and others.
9		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.
10		C.SM.a: Scholar can explain what an infographic is and what its overall/general purpose is.
11		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.
12		C.SM.c: Scholar can define or explain diversity in his/her own words.
13		C.SM.d: Scholar can identify two reasons why learning in a diverse community may be beneficial or useful.
14		C.NP.a: Scholar can define or explain identity in his/her own words.
15		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.
16		C.NP.c: Scholar can identify 5 aspects of their identity.
17		C.NP.d: Scholar can name two personal values and explain their importance.
18		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.
19		C.AA.a: Scholar can define determination in his/her own words.
20		C.AA.b: Scholar can identify two examples of times when his/her determination had a direct, and positive, impact on an outcome.
21		C.AA.c: Scholar can provide an example of how using multiple practice strategies led to successfully memorizing the Valor Commitments.
22		C.AA.d: Scholar can explain the benefit of tracking his/her growth overtime in the context of learning the Valor commitments.
23		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.
24		C.TN.a: Scholar can communicate the nature of the human mind.
25		C.TN.b: Scholar can explain a Beginner's Mind.
26		C.TN.c: Scholar can identify all five "sense doors" and their purpose.
27		C.TN.d: Scholar can explain what the Valor Core True North practice is in his/her own words.
28		C.TN.e: Scholar can explain why we call certain parts of breathing, or breath, an "anchor".
29	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.
30		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.
31		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.
32		Ex.SM.a: Scholar can identify 2 - 3 general lines of difference or diversity.
33		Ex.SM.b: Scholar can make 2 - 3 direct connections between diverse characteristics and personal values.
34		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.
35		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.
36		Ex.NP.a: Scholar can identify all five of his/her signature strengths from memory.
37		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].
38		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.
39		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.
40		Ex.NP.e: Scholar can identify at least two strengths that were illuminated through connecting and listening to trusted others in their life.
41		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.
42		Ex.AA.a: Scholar can identify the four key components, or parts of deliberate practice from memory.
43		Ex.AA.b: Scholar can explain why determining his/her baseline, or starting point, is useful when working towards a defined goal.
44		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.
45		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.
46		Ex.TN.a: Scholar can identify two ways of being that support doing a True North practice.
47		Ex.TN.b: Scholar can communicate what an intention is in relation to a True North practice.
48		Ex.TN.c: Scholar can communicate the basic definition of the practice of "noting" or "labeling".
49		Ex.TN.d: Scholar can explain the idea of, "Don't believe everything you think."
50		Ex.TN.e: Scholar can explain why the statement, "We are trying to get rid of our thoughts through True North practice.", is false.
51	Responsibility Phase	R.BH.a: Scholar can define “gratitude” in his/her own words.
52		R.BH.b: Scholar can identify two proven benefits of gratitude from memory.
53		R.BH.c: Scholar can name the three elements, or components, of savoring from memory.
54		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.
55		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.
56		R.BH.f: Scholar can identify one way that he/she will continue to grow his/her “Gratitude Attitude” into the future.
57		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).
58		R.SM.b: Scholar can communicate the relationship between a perspective and values.
59		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.
60		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.
61		R.NP.a: Scholar can explain the meaning of a “stormy statements” and a “sunny statement” in his/her own words.
62		R.NP.b: Scholar can identify the benefit, or purpose, of participating in the Circle Exercise Weathering Storms.
63		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.
64		R.AA.a: Scholar can identify at least two ways that reading his/her letter may have positively impacted the younger Pride.
65		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.
66		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.
67		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.
68		R.TN.b: From memory, scholar can identify the three ways that thoughts and feelings can be labeled.
69		R.TN.c: Scholar can identify why you label thoughts and feelings as positive, negative, or neutral.
70	Community Phase	The remaining Community Phase Mastery Markers are COMING SOON.
71		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.
72		CM.BH.b: Scholar can communicate a definition of self-talk and can explain the purpose of self-talk.
73		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.
74		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.
75		CM.BH.e: From memory, scholar can identify three or more ways of being that he/she learned support safe and strong relationships.
76		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.
77		CM.SM.a:
78		CM.SM.b:
79		CM.SM.c:
80		CM.SM.d:
81		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.).
82		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.
83		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.
84		CM.NP.d: Scholar can explain what “danger of a single story” means in his/her own words.
85		CM.AA.a: Scholar successfully identified a challenge and worked on it through use of the WOOP tool for 1 month.
86		CM.AA.b: Scholar can communicate the importance of identifying “small wins” while working on a challenging task.
87		CM.AA.c: Scholar can communicate Compass Habits that he/she used to work through his/her challenging task.
88		CM.TN.a: Scholar can identify what a mantra is in the context of a True North practice.
89		CM.TN.b: Scholar can explain the basic definition of a body scan.
90		CM.TN.c: Scholar can explain the Valor Core True North practice, including noting or labeling.
91		CM.TN.d: Scholar can identify a "small win"/something that feels easier about True North practices compared to when he/she started practicing.
92		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.
93	Relationship Work	RW.a: Scholar can name the four steps of Relationship Work from memory.
94		RW.b: Scholar can communicate the outcome of the Relationship Work he/she participated in.
95		RW.c: Scholar can identify 1 - 2 reasons that doing Relationship Work supports healthy relationships.
96		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.
97
98
99
100