• POSITIVE, CONFIDENT, CONNECTED SENSE OF SELF

  • 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

    Embrace My Identities and Membership in My Community 

    I ask questions about my intersectional personal and cultural identities and can say positive affirmations about myself as a student and member of my community. 

    I describe my intersectional personal and cultural identities and can identify positive traits that, as a student, I would like to develop. 

    I have positive feelings about my personal and cultural identities and a healthy sense of confidence and self-worth as a student. 

    I assess my personal assets and strengths related to my intersectional personal and cultural identities and how this is connected to my sense of belonging in my school community. 

    Understand Advocacy 

    I learn about the impact of institutionalized marginalization on communities and develop my voice in order to advocate for myself and others. 

    I identify potential allies to support my development, as well as begin to understand ways I can be an ally to others. 

    I establish healthy relationships with peers and adults in my community who have diverse backgrounds, interests, and abilities and I evaluate the appropriate role to take based on my intersectional identities to disrupt the perpetuation of harm. 

    I connect with allies who serve as role models and advocates and I am able to model allyship to others. 

    Enhance Social-Emotional Skills 

    I notice and name emotions as well as regulation tools. 

    I describe my own and others’ emotions and use a variety of management strategies across situations and environments. 

    I analyze emotions and management strategies and the impact these have on myself, others, and the community. 

    I demonstrate the ability to ground myself, interact with others skillfully and safely, and can serve as a role model to others. 

    I identify harmful behaviors or environments (relational, physical, psychological, etc). 

    I recognize when a conflict is able to be resolved between peers and when to remove myself from a situation and/or to seek outside support.

    When and where appropriate, I repair and restore relationships with individuals and communities where harm has occurred.

    I have strong relationship skills and reflect on my and others’ participation in practices that repair and restore harm to individuals or community groups. 

  • 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

    2.7 Students establish and maintain healthy relationships with diverse peers and adults to cultivate their own social, emotional, and cultural competence.

  • Deeply Engaging

    3.9 Students demonstrate developmentally appropriate social-emotional competencies by collaborating productively with peers and adults to navigate interpersonal conflicts that arise within the learning community. 

    Culturally Affirming

    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.