• REFLECTIVE, EMPATHETIC, AND EMPOWERING GRADUATES

  • 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

    Self-Reflect & Empathize 

    I identify my emotions, thoughts, perspectives, and behaviors. 

    I infer the causes of my emotions, thoughts, perspectives, and behaviors. 

    I assess the consequences of behaviors based on my emotions, thoughts, and perspectives.

    I analyze patterns of behavior based on my emotions, thoughts, and perspectives over time. 

    I define and ask questions about the different parts of my identity. 

    I describe the different parts of my identity. 

    I analyze how my intersectional identity impacts the perspectives of myself and others, and how this is connected to my sense of belonging.

    I embrace an asset-based mindset and demonstrate empathy, curiosity, respect, and interest from multiple points of view. 

    I understand the needs and emotions of others, and identify ways others are similar and different from myself. 

    I recognize how to respond to the various social, verbal, physical, and situational cues of others while practicing personal and collective agency. 

    I adapt strategies for accepting, respecting, and supporting similarities and differences in myself and others. 

    I am self-aware and reflective. I connect how my communication and cultural identity influence my perspective and how it might differ from others. I am able to recognize personal bias toward people, cultures, and situations. 

    Empower Self & Community 

    I care about and am kind to my peers. 

    I accept and appreciate differences in the identities of others and define my personal agency in relation to others. 

    I support the interests of others through compassionate encouragement and collective agency. 

    I seek to empower others. I am accepting, appreciative, compassionate, and kind toward others. 

  • 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

    2.6 Students see themselves reflected in their classroom environments and make personal and cross-cultural connections to their learning experiences.

     

  • Deeply Engaging

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

    3.11 Students exercise autonomy, agency and initiative that is motivated by content and tasks that are valuable and relevant to them personally. 

    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.