• INQUISITIVE CRITICAL THINKERS WITH DEEP CORE KNOWLEDGE

  • Student development is not linear. Although the Developmental Continuum acknowledges the importance of developmental appropriateness, developmental indicators are not explicitly associated with specific age- or grade-related benchmarks.

    Examples of student indicators presented in this document are organized from Emerging through Extending and are arranged in a horizontal developmental progression as students build towards these competencies over time. For the full description of each Graduate Portrait element, please see pages 20-22 of the èßäapp¹ÙÍø Vision.
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    EMERGING

    DEVELOPING

    REFINING

    EXTENDING

    Analyze and Apply Core Knowledge

    I have ideas, questions, and wonderings about what I read and/or what is read to me.

    I read grade-level information, ask relevant questions, and use evidence to develop and support my opinions.

    I read and analyze grade-level information, ask relevant questions, and use evidence to develop and support my opinions.

    I read and analyze information at and above grade-level, ask relevant questions, and develop compelling arguments based on facts and evidence.

    I identify and talk about numbers and patterns I see in the real world.

    I explain numbers and patterns I see in the real world.

    I use mathematics concepts to understand the real world.

    I use mathematics skills and concepts to explore the real world as a strong scientific investigator.

    I notice aspects of the natural world and ask questions about what I see.

    I use the specific method to explore the natural world.

    I generate scientific questions and use the scientific method to understand the natural world.

    Embrace Creativity and Self-Expression, Responsible Technology Use, and Healthy Habits

    I identify and describe different types of art (theater, visual, music, dance, etc.) and use art to express my ideas.

    I discuss the meaning of art pieces and create artist statements for my own art.

    I use art to express my thoughts and feelings and appreciate and analyze art to support my learning.

    I have experience with and a deep appreciation for the arts, creativity, and self expression.

    I use technology appropriately with guidance.

    I understand how to safely use technology and my responsibilities with these tools to support my learning.

    I choose the best technology to use for different purposes and use it responsibly to enhance my abilities and problem solving.

    I effectively use digital technology and artificial intelligence tools to enhance human abilities to solve problems.

    I identify the parts of my body and how to keep them healthy.

    I explain what physical and mental health are and identify the impact personal choices and experiences have on health.

    I identify my physical and mental health needs and advocate for them.

    I apply good physical and mental health habits to maintain a high quality of life.

    Unpack Historical and Current Events

    I see the same story can be told and understood from many points of view.

    I compare and contrast the identities and experiences of people/groups involved in historical events and identify which story is the one of the dominant culture.

    I critically examine historical events, including how they are described and explained, and analyze how dominant culture shapes the telling of history.

    I investigate history from multiple perspectives and understand how, traditionally, historical narratives have been shaped by dominant cultures and how these narratives have shaped current events.

    I share information about what I learn about current events.

    I make connections between historical narratives and current events.

    I identify and analyze the ways in which historical narratives shape current events.

  • ALIGNED INSTRUCTIONAL FRAMEWORK INDICATOR(S)*

  • Grade Level & Standards Aligned

    1.6 Students are engaged in grade-level and standards-aligned tasks, with scaffolds that support students’ access without modifying the tasks themselves.

    1.7 Students can articulate the purpose of their learning and how it connects with their lives or aspirations.

  • Deeply Engaging

    3.10 Students dialogue with and ask questions of peers and teachers to clarify their understanding and extend their learning.

    Data Driven

    4.5 Students articulate the purpose of assessments, performance tasks, and rubrics and how to use them to improve their learning.

  • *These indicators were selected as the most relevant corresponding indicators from the Instructional Framework. However, there may be additional indicators aligned to the framework that are not listed here.