• RESILIENT AND ADAPTABLE LIFELONG LEARNERS

  • 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 ½ûÂþÌìÌà Vision.
  •  

    EMERGING

    DEVELOPING

    REFINING

    EXTENDING

    Accept Myself and Adapt to the Future

    I know that life has challenges and can identify when I am facing a problem. 

    I understand that my life consists of complex challenges and am open to help and being a flexible problem solver. 

    I try to make sense of my life’s complex challenges and the systems that may prevent me from solving problems and developing my identity.  Because of this awareness I seek out people and resources that can help. 

    I develop a greater sense of my identity as I navigate complex challenges and systems and advocate for my learning. 

    I recognize that we all make mistakes. 

    I understand feedback is essential and I am open to trying new strategies to learn from mistakes. 

    I seek and reflect upon feedback and I see mistakes as learning opportunities. 

    I apply flexible thinking and know that acquiring new knowledge and skills possible through continuous learning and feedback.  

    Advocate for Needs 

    I recognize that I have learning needs. 

    I understand that my learning needs may not be the same as others. 

    I clearly state my learning needs when asked. 

    I advocate for my rights and for myself, as an informed, resourceful, and self-directed lifelong learner. 

    Create Community Connections 

    I see the assets of my community and build relationships with others. 

    I recognize that communities have different cultures and assets. 

    I value the cultural assets of different communities and recognize allies in those communities. 

    I make use of community and cultural assets to develop networks of allies to help me persevere through challenges. I embrace continuous learning for professional and personal fulfillment. 

  • ALIGNED INSTRUCTIONAL FRAMEWORK INDICATOR(S)*

  • Grade Level & Standards Aligned

    1.9 Students persevere through challenging tasks and support one another as continuous learners. 

    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. 

  • Deeply Engaging

    3.8 Students persist, authentically grappling with grade-level content, revising their work and thinking, even when confronted with mistakes, uncertainty, or challenge. 

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

    Data Driven

    4.9 Students advocate for what they need as learners based on known assessment results. 

  • *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.