• OPTIMISTIC, FUTURE-ORIENTED 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

    Explore Interests and Career Opportunities 

    I identify and talk about my skills. 

    I explain the steps that will allow me to explore my strengths. 

    I discuss specific skills, experiences, and a plan that will prepare me to achieve my goals with peers and adults. 

    I feel optimistic about my future, inspired by my real-world experiences, and am aware of my career interests and aptitudes. 

    I think about and share parts of my identity and interests. 

    I make connections between my personal identities, interests, and potential future jobs. 

    In addition to engaging in core academics, I explore my own identities and interests by taking courses that align to potential future careers. 

    I have personal ambitions and interests that evolve into future career aspirations and I work toward those goals by seeking out and engaging in academically-aligned opportunities. 

    Prepare for Post-Graduation Success 

    I have goals and participate in learning with my peers. 

    I set and work toward learning goals by defining my agency, naming the skills I need to succeed, and assessing my own progress. 

    I make progress toward learning and post-graduation career goals by applying personal and collective agency, showing courage, and taking initiative. 

    I will graduate with credentials and real-world experience that employers value, and I am prepared with post-graduation plans that include action steps to pursue my career. 

    I can name career clusters. 

    I believe I can be part of any career cluster I want after graduating high school. 

    I work on my Education Plan and Profile by learning about career options that relate to my interests and believe I can succeed in a variety of vocations. 

    I translate my Education Plan and Profile into career-connected learning opportunities such as career fairs, job shadows, virtual simulations, apprenticeships, etc. 

  • 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

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

  • Deeply Engaging

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

    Data Driven

    4.7 Students use data to self assess, set goals, and track their own learning growth. 

  • *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.