• INFLUENTIAL AND INFORMED GLOBAL STEWARDS

  • 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.
  •  

    EMERGING

    DEVELOPING

    REFINING

    EXTENDING

    Value Multicultural and Multilingual Diversity 

    I learn about my culture and the vibrant and joyous differences around me in my community. 

    I continue to understand my lived experience and cultural beliefs as one source of knowledge, and learn to appreciate lived experiences that are different from mine. 

    I apply specific knowledge about culture and language to build upon my understanding and experiences of the world. 

    I am prepared to live, work, and build meaningful relationships in a global environment through strong multilingual and multicultural learning opportunities and experiences that begin in early education/pre-kindergarten. 

    I recognize there are many languages and ways to communicate within multiple cultures. 

    I seek to understand how communication is influenced by culture to expand my language learning.

    I can navigate across cultures to communicate effectively in more than one language and seek to understand cultures beyond my own. 

    I am confident in communicating and building shared understanding between languages, cultures, and abilities.  

    Interrogate Global History and Current Events 

    I know storytelling is a way of learning about history, and I am beginning to look at information from the perspective of multiple storytellers. 

    I seek to understand how different lived experiences shape our understanding of global historical events. 

    I gain knowledge of history from multiple sources to better understand the impact of global historical events and experiences of individuals and groups. 

    I think critically to deeply understand global history from multiple perspectives. 

    I have a sense of the past, present, and future and understand how information is shared.

    I acknowledge how different sources of information influence my perspective of current events and that others have different perspectives and lived experiences that inform their understanding.

    I engage with curiosity and compassion and am conscious of how others understand current events to develop a shared meaning.

    I critically evaluate current events and am aware of how media and other sources of information influence perceptions.

    Champion Global Issues 

    I learn to use technology and resources available to see beyond my lived experience. 

    I access technology to collaborate and  expand my knowledge about global issues. 

    I utilize technology to explore the interconnectedness of global issues. 

    I employ technology to champion positive change and elevate the awareness of inequitable impacts. 

    I learn about social and environmental systems and how they impact the human experience.

    I recognize that, within a global system, people have different access to the basic needs required to live a healthy and fulfilling life.

    I interrogate how informed decisions to improve environmental health and the health of my community are connected to a larger system of change.

    I advocate for systems that would improve global access to basic needs, understanding the interconnectedness of social, environmental, and economic justice.

  • ALIGNED INSTRUCTIONAL FRAMEWORK INDICATOR(S)*

  • Grade Level & Standards Aligned

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

    Culturally Affirming

    2.8 Students seek out perspectives of peers and adults from diverse racial and cultural backgrounds in order to understand and act upon multiple truths. 

  • Culturally Affirming

    2.9 Students read and think critically and ask questions about dominant narratives to critique social inequities and take action in their communities. 

    Deeply Engaging

    3.7 Students are actively engaged in the cognitive work of the lesson, through reading, writing, speaking, listening, inquiry or other modalities. 

  • *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.