Future9 Framework

THE COMPLETE FRAMEWORK MEASURING THE LEARNING THAT MATTERS 11

t the heart of the Future9 is the belief These are some of the needs and hopes that shaped the Future9 that every young person deserves the Competencies into a whole-learner, trans-disciplinary, outcomes- Aopportunity, not only to prepare for a driven framework for learning design, assessment, growth measurement and reporting. complex and rapidly changing world, but to help shape it. You’ll find in this framework, not only a big-picture vision for future readiness, but a concrete set of ready-to-use skill progressions that The Future9 Competencies are a roadmap to future readiness. They will help you prioritize and measure the learning that matters most. define nine essential skill sets for preparing young people to navigate The framework o昀昀ers clear outcomes for future readiness, with six and shape our future world – inspired by the voices and perspectives developmental stages for charting the path. While there’s no single, of students, researchers, employers, parents and caregivers, linear pathway for building competency, the skill progressions within postsecondary institutions, and over a decade of our own research and this framework use strengths-based, student-friendly language to field work alongside educators. help learners approximate where they are, see visible evidence of their growth, and connect daily learning to future-readiness goals. We heard young people ask for learning experiences that were more To educators everywhere: Whether you’re defining learning targets meaningful and relevant to their future goals. We heard state leaders and building rubrics in your classroom, calibrating an entire faculty say they needed a more equitable and actionable way to measure on success criteria for cross-disciplinary skill development, mapping progress toward their Profile of a Graduate. We heard educators district-level assessment goals, or working to make a Profile of a struggling to prioritize among hundreds of age-based learning Graduate actionable and measurable, the Future9 are for you – a free, standards, without ways to locate where learners actually are that open resource to help you realize your vision for equitable, future- weren’t punitive, or that didn’t require them to build the tools from ready learning for all. scratch. We heard school counselors express concerns that the socio- emotional learning needs of students were invisible from academic standard frameworks. We heard parents wish for more assurance that their kids would graduate with the skills and opportunities to build a good life, navigate hardships with resilience, and be productive, contributing members of their community. Sydney Schaef, Ed.D., M.B.A. LEAD ARCHITECT, FUTURE9 COMPETENCIES Looking for an editable reDesign version to take to the classroom? Try out our PowerPoint slide deck! © 2024 reDesign. This work is licensed under CC BY-NC-SA 4.0, a Creative Commons 2 Attribution-NonCommercial-ShareAlike 4.0 International license.

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04How to Read the Future9 06Competency Competencies Framework Statements 07 Build Design Engage Community 12 Solutions 16in Inquiry 08 Build networks 13 De昀椀ne and explore a design challenge 17 Frame a question 09 Nurture and sustain relationships 14 Use models or prototypes to test ideas 18 Develop an inquiry plan 10 Advocate for myself and others 15 Test and iterate 19 Select and evaluate sources 11 Develop as a multilingual 20 Gather and organize original data 21 Synthesize sources or 昀椀ndings Learn 22Express 28Interdependently Navigate Ideas 29 Develop a plan to pursue a goal 33Con昀氀ict 23 De昀椀ne audience, purpose, and format 30 Monitor progress and adjust 24 Select, re昀椀ne, and develop my message 31 Give and receive feedback 34 Recognize and process my feelings 25 Advocate for myself and others 32 Engage in discussion 35 Recognize and respond to the 26 Finalize my product or performance feelings of others 27 Share and re昀氀ect 36 Apply strategies to work toward resolution 42Reason 37Read Quantitatively Sustain the World 43 Represent mathematical information 46Wellness 38 Find inspiration and ideas 44 Solve problems 39 Engage and critique perspectives 45 Construct explanations 47 Nurture my identity 40 Evaluate use of techniques and technology 48 Build a昀케rming life practices 41 Learn from the past 49 Develop intercultural competence 50Bibliography by Competency 33

How to read the Future9 Competencies Framework Overall Document Organization Using the Future9 Skill Progressions The Future9 Competencies framework is made up of nine sections, one for The skill progressions can serve many purposes; they represent where the each Future9 competency, and organized alphabetically. Each competency “rubber meets the road” in applying the Future9 Competencies to learning is introduced with a cover page that includes the competency title, the design, assessment, measurement, and reporting. competency statement, and a list of research-informed skills that are essential to the competency. Each competency is made up of between 3-6 Learners can use segments of the skill progressions, or indicators from a essential skills. Following the competency cover page, you’ll find one page particular target level, for such learning activities as: goal-setting, reflection, for each skill progression. The framework concludes with a bibliography of self-assessment, scoring work, giving feedback to others, tracking one’s sources that informed the development of the framework. growth, curating or defending a portfolio of work, or choosing learning experiences or pathways. Understanding the Future9 Skill Progressions Learning designers can use the framework in many ways, including: program, Each Future9 Competency includes skill progressions that are designed to course, and unit outcome articulation; learning target development; support learning design, assessment, growth measurement and reporting. lesson or learning experience design; formative assessment design; rubric Each skill progression has six developmental stages that describe what the development or other assessment tool development (e.g., success criteria, skill looks like as one grows from early learning (or novice ) to “future ready” checklists); assessment design and validation; and calibration with other (or expert/model). Each stage builds on the foundation of knowledge and learning designers, among others. skills laid in the previous stage, and toward incrementally higher levels of ability as learners advance toward the desired outcome of future ready. At a systems level, the competencies and skill progressions can be used to The skill progression levels do not correspond to grade levels, but to inform the design and implementation of models, programs, or tools for developmental stages informed by research, user feedback, and life wisdom. setting and measuring progress toward learning outcomes–regardless of age Six levels were chosen a昀琀er field-testing and user feedback because or grade level, subject area, or learning context (e.g., classroom, a昀琀er-school it represented the “sweet spot” in which there were both meaningful program, internship)–creating the opportunity for high levels of alignment, distinctions between skill levels and reasonable growth milestones for consistency, and integrity across large teams or learning systems. learners. Fewer levels resulted in larger leaps between stages. More levels resulted in either less delineated levels, or the inclusion of untested, more granular claims about skill development that we believe would have For additional guidance or support undermined the flexibility, integrity, and usability of the progressions. in implementing competency-based learning models, or the Future9 Competencies speci昀椀cally, learn more at www.redesignu.org/future9. 4

The Anatomy HOW TO READ THE FRAMEWORK of a Future9 Competency Each Future9 competency (1) is made up of a research-informed set of essential skills (2) for future readiness, each with its own developmental progression (3) that defines learning stages from early learner (or novice) to future ready (expert/model). Each performance level (4) represents a milestone for skill development, and includes indicators (5) — observable, measurable descriptors of the skill in action—to support learning, assessment, feedback, reflection, progress monitoring, and growth measurement. 1 2 4 5 3 5

COMPETENCY STATEMENTS BUILD COMMUNITY DESIGN SOLUTIONS ENGAGE IN INQUIRY I can nurture my relationships and I can identify challenges in the I can pursue answers to meaningful connections with others to build and world around me and design ways to questions through primary and sustain my community. address them. secondary research. EXPRESS IDEAS LEARN INTERDEPENDENTLY NAVIGATE CONFLICT I can develop and communicate my I can lead my own learning while I can process my feelings, attune ideas with purpose and clarity. collaborating with and contributing to others, and contribute to to the learning of others. constructive resolution. READ THE WORLD REASON QUANTITATIVELY SUSTAIN WELLNESS I can engage with diverse ideas and I can reason through, represent, I can develop practices to support a range of media to understand and and communicate mathematical my own well-being, embrace critically examine the world around problems and approaches to di昀昀erence, and foster intercultural me. solving them. competence. 6

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I can nurture my relationships and connections with others to build and sustain my community. BC.1 Build networks BC.2 Nurture and sustain relationships BC.3 Advocate for myself and others BC.4 Develop as a multilingual 7

BC.1 LEVEL 6 BUILD LEVEL 5 I can engage in NETWORKS LEVEL 4 I can engage in experiences to form LEVEL 3 experiences to new and diverse LEVEL 2 I can engage in meet new people, connections, I can try out a experiences to meet explore interests or explore interests or LEVEL 1 new way to meet new people and/ opportunities, and/ opportunities, and I can try out a way to new people or or grow my current or grow my current grow my current With guidance, I can meet new people or grow my current relationships. relationships. relationships. learn and practice learn new things. relationships. ways to get to know I can prepare I can prepare I can maximize someone I have never I can identify a group I can identify for networking for networking networking met. that cares about organizations or opportunities by opportunities opportunities through something that groups involved doing research in through research research, intention- matters to me. in issues or topics advance. and intention- setting, preparing my I can ask for help that matter to me, setting (e.g., make contributions, and in order to start I can practice a new connection, following up (where with something I’m building a network. initiating learn more about appropriate). doing or making. connections with something). I can try out people who could I can build and strategies for getting help expand I can initiate reflect on routines help from a more my access to connections with for engaging with knowledgeable opportunities that people who could available resources person (e.g., a support my goals. help expand for expert or teacher, a peer, a my access to knowledgeable help. tutor). opportunities that I can initiate and support my goals. sustain connections with people who could help expand my access to opportunities that support my goals. 8

BC.2 LEVEL 6 NURTURE AND LEVEL 5 I can build trust and SUSTAIN RELATIONSHIPS LEVEL 4 I can build trust and deepen connections LEVEL 3 deepen connections with others through LEVEL 2 I can share my with others through sharing and other I can share my experiences, sharing and acts of care and LEVEL 1 experiences, perspectives, or other acts of care connection, while I can share my perspectives, or resources with others, and connection, attending to With guidance, I can thoughts, feelings, resources with and/or engage in acts while attending to relational boundaries. invite someone to and/or possessions others, and/or of kindness to show relational boundaries. play or do an activity with others to show engage in acts of my care or support, I can be responsive with me. that I care for them. kindness to show my while attending I can reflect on and to the needs, care or support. to relational invest time and care experiences, and I can practice sharing boundaries. in relationships or preferences of things I like or care I can reflect on my networks that a昀昀irm others with care, about (e.g., toys, relationships to I can reflect on or support me, even support, and supplies) with others. identify those that and invest time in when conflicts or kindness. are a昀昀irming and relationships that challenges arise. supportive. are a昀昀irming and I can consistently supportive. invest time and care in supportive relationships or networks, and contribute to productive conflict resolution when applicable. 9

BC.3 LEVEL 6 ADVOCATE FOR MYSELF LEVEL 5 I can notice when I AND OTHERS LEVEL 4 I can notice when I need help, be specific LEVEL 3 need help, be specific about the kind of help LEVEL 2 I can notice when about the kind of help I need, and identify I can notice when I need help and be I need, and identify and pursue sources LEVEL 1 I need help and be specific about the sources of help. of help. I can ask for help specific about the kind of help I need. With guidance, I can when I need it. kind of help I need. I can identify what I can express my ask for help when I I can identify what I need in order to needs, values, or need it. With guidance, I can With guidance, I I need in order to fully engage in an rights, and uphold recognize when other can identify what fully engage in an experience and I my boundaries, With guidance, I can people may need or I need in order to experience, and I can choose a way even when it may be recognize when other want help, and I can fully engage in an can choose a way to to express myself di昀昀icult for me. people may need or learn and practice experience. express myself or when my needs or want help. ways to o昀昀er help. ask for what I need. interests are not I can advocate With guidance, I can being met. for others when I ask others what they I can use perceive that their need in order to be observation, I can use observation, needs, values, and/ able to fully engage reflection, and reflection, and or rights are not in an experience. listening to identify listening to identify being respected, others’ needs. the needs of others, ensuring that their and I can take steps voices are heard. to help. 10

BC.4 LEVEL 6 DEVELOP AS A LEVEL 5 I can share and MULTILINGUAL LEVEL 4 I can share and request detailed LEVEL 3 request detailed information, LEVEL 2 I can share and information or negotiate, or engage I can share and request detailed explanations about with diverse points LEVEL 1 request basic information or ideas, events, or of view related to I can ask and information about explanations situations across ideas, events, or I can tell someone respond to a variety everyday life, using about familiar or time frames, using situations across time about a basic need of simple, common both practiced and researched topics, complex sentences. frames. that I have. questions on a original sentences. using original familiar topic, using sentences. I can ask related I can maintain I can answer simple words and phrases I can talk about a follow-up questions conversation on questions about a I’ve practiced and range of familiar I can ask related and use strategies complex topics (e.g., familiar topic (e.g., memorized. needs or wants that follow-up to support my social, professional, daily life), using words I have, using simple questions and use understanding, and spiritual, academic) I’ve memorized. I can tell someone sentences. strategies (e.g., to maintain the with others, about a range of restate, rephrase, conversation. using advanced basic needs that I seek clarification, vocabulary and have. use context clues) I can discuss and/ language tailored to to support my or write about the cultural context. understanding. interest-based or researched topics I can respond to I can use details to that extend beyond an unexpected communicate about daily life, using complication a range of familiar or simple paragraphs e昀昀ectively and common needs or and domain-specific confidently. wants that I have, or vocabulary. that others have, I can fluently express using sentences and I can fluently my needs, opinions, sentence series. express my needs, or preferences, and opinions, or respond to those of preferences, and others, in complex respond to those or novel situations, of others, in a while adapting my familiar situation, approach to the while adapting my cultural context. approach to fit the cultural context. 11

I can identify challenges in the world around me and design ways to address them. DS.1 De昀椀ne and explore a design challenge DS.2 Use models or prototypes to test ideas DS.3 Test and iterate 12

DS.1 LEVEL 6 DEFINE AND EXPLORE A LEVEL 5 I can identify, define, DESIGN CHALLENGE LEVEL 4 I can identify, define, and/or reframe a LEVEL 3 and/or reframe a complex problem LEVEL 2 I can identify and problem or design or design challenge I can identify and define a problem challenge and explain and explain its LEVEL 1 define a problem or design challenge its significance for significance for those I can identify a or design challenge and explain its those most impacted. most impacted. With guidance, I can problem or design that is interesting significance notice and describe challenge that or important to me for those most I can gather, record, I can gather, something that isn’t is interesting or or to others in my impacted. and analyze record, and analyze working well or that important to me. community. information, information, I think could work I can gather including original including original better. With guidance, I can I can gather information user experience user experience ask questions and/or information to to understand data, to understand data, to help me With guidance, I can explore information better understand the problem the problem and its understand the ask questions to to better understand the need or and its context context from multiple context, causes, and better understand the the need or opportunity (e.g., from multiple perspectives, and contributing factors problem or challenge. opportunity. Who or what is perspectives, and to define key design from multiple a昀昀ected? What has I can define key constraints. perspectives, and I can share ideas already been tried? design constraints to define key design for how a solution How long has this (e.g., costs, timelines, I can create design constraints. could help people, been a challenge?). materials available, criteria for a animals, and/or the ethical or legal successful solution I can create design natural world. I can create design considerations). that prioritizes the criteria for a criteria for a perspectives of those successful solution successful solution I can create design most a昀昀ected by the that prioritizes the that considers those criteria for a challenge. perspectives of those a昀昀ected by the successful solution most a昀昀ected by challenge. that includes the the challenge, and perspectives (e.g., seek stakeholder needs, desires, feedback on my preferences, culture, criteria. values) of those a昀昀ected by the challenge. 13

DS.2 LEVEL 6 USE MODELS OR LEVEL 5 Working alone or PROTOTYPES TO TEST IDEAS LEVEL 4 I can use divergent with others, I can LEVEL 3 thinking strategies use and/or facilitate LEVEL 2 I can use divergent to come up with a idea generation I can generate a list thinking strategies diverse set of possible processes and LEVEL 1 of possible solutions, (e.g., mapping, solutions. strategies to generate I can come up with from practical visualizing, scenario- a diverse set of With guidance, I can a list of possible to seemingly building) to come up I can select several possible solutions. share ideas for solving solutions. impossible. with a diverse set of ideas to test with the problem, and pick possible solutions. input from multiple I can select several one idea to try. I can select one idea I can select one stakeholders, while ideas to test with from the list that I am testable idea, taking I can select one attending to my input from multiple With guidance, I can most interested in into consideration testable idea, taking design criteria and stakeholders, while help build a prototype testing out. design criteria and into consideration constraints. attending to my or model for a constraints (e.g., design criteria and design criteria solution. With others, I can time, resources, constraints. I can build multiple and constraints as build one prototype specialized prototypes or well as ethical, or model to test the knowledge or skills). I can build a models that meet legal, and cultural idea. prototype or model my design criteria considerations. I can build a that meets my and constraints, and prototype or model design criteria and enable me to test I can build multiple that meets most constraints, drawing or study di昀昀erent prototypes or or all of my design on additional variables that models that meet criteria. research or impact the design. my design criteria mentorship support and constraints and as needed. enable me to test or study di昀昀erent variables that impact the design and its e昀昀icacy. 14 14

DS.2 LEVEL 6 TEST LEVEL 5 AND ITERATE I can test my LEVEL 4 I can test my prototype or model LEVEL 3 prototype or model through various use LEVEL 2 I can test my through various use cases relevant to I can test my prototype or model cases relevant to my design criteria, LEVEL 1 prototype or model through various use my design criteria, and record detailed I can test my and record detailed cases relevant to my and record detailed data, results, and key With guidance, I prototype or model data and/or results. design criteria, and data, results, and key insights. can test a model or and record my record detailed data insights. prototype to see how results. I can engage in an and/or results. I can engage it works. I can identify one improvement cycle I can engage in multiple to improve one I can engage in in multiple improvement cycles With guidance, I can important change aspect of my design. an improvement improvement cycles that include user come up with ideas that would improve cycle that includes that include user feedback to enhance about how to improve my design, based user feedback to feedback to enhance the design and/or its design. on what I learned eliminate one or the design and/or eliminate significant through testing. more significant eliminate significant flaws or limitations, flaws and/or flaws or limitations. gathering input from limitations. key stakeholders I can discuss the and/or experts with viability of my relevant specialized prototype and its knowledge or skills. potential for further I can discuss the development, viability of my considering prototype and its design criteria and potential for further constraints. development, considering design criteria and constraints and insights derived from testing, iteration, and user feedback. 14 15

I can pursue answers to meaningful questions through primary and secondary research. EI.1 Frame a question EI.2 Develop an inquiry plan EI.3 Select and evaluate sources EI.4 Gather and organize original data EI.5 Synthesize sources or 昀椀ndings 16

EI.1 LEVEL 6 FRAME A LEVEL 5 I can formulate a QUESTION LEVEL 4 I can pose a focused focused question or LEVEL 3 question or testable testable hypothesis LEVEL 2 I can pose a focused hypothesis that that addresses an I can pose a focused question or testable relates to a passion/ enduring issue in LEVEL 1 question or testable hypothesis that interest, issue, or a community or I can pose a question I hypothesis that relates to a passion/ phenomenon I am discipline, and/ I can share something feel excited to explore relates to a passion/ interest, issue, or a investigating for a or that builds on, I feel curious about. about something I interest, issue, or a phenomenon I am defined purpose or challenges, or observe, experience, phenomenon that I investigating for outcome. advances current With guidance, I can or wonder. am exploring. a defined purpose thinking on the pose a question to or outcome (e.g., I can frame my topic. help me learn more I can share why it I can share what compose a text, question to about it. excites me, and/ excites me about the prepare for an reflect the type of I can frame my or describe how question or topic, experience or inquiry that aligns question to reflect the it connects to my and why it matters event, conduct an to my purpose type of inquiry that life, interests, or to me. experiment). (e.g., exploratory, aligns to my purpose. experiences. causal, descriptive, I can explore qualitative, I can cite relevant sources to build my predictive). sources and understanding of important concepts the context for my I can cite one or (e.g., theories, inquiry (e.g., Who more relevant models, frameworks) else has explored it? sources from my to contextualize and/ Why might others initial exploration of or justify my inquiry. care about it? What the issue or topic, and related issues, provide a rationale events, or big ideas for the importance are important to my or relevance of my question?). inquiry. 17

EI.2 LEVEL 6 DEVELOP AN LEVEL 5 I can choose or INQUIRY PLAN LEVEL 4 I can choose or combine research LEVEL 3 combine research methods to fulfill LEVEL 2 I can choose primary methods that are the purpose of my I can choose primary or secondary research most aligned to inquiry, and discuss LEVEL 1 or secondary methods that are the purpose of how my inquiry fits With guidance, I can research methods most aligned to my inquiry, and within a broader With guidance, I can choose an approach for my inquiry plan the purpose of my demonstrate how disciplinary, plan a set of steps to for exploring my that will help me inquiry. my approach is professional, or explore my question. question (e.g., online explore my question. informed by others’ community context search, experiment, I can create a plan similar inquiries. or tradition and how community member I can create a plan that defines the it contributes to interviews), and that includes how objectives and scope I can create a plan existing knowledge. explain why I chose I will collect and of my inquiry, as well that defines the that approach. analyze important as data collection and objectives and scope I can create a plan information related analysis methods. of my inquiry, as well that defines the With guidance, I to my question. as data collection and objectives and scope can create a plan analysis methods and of my inquiry, states that includes how procedures. data collection and I will gather and analysis methods record important I can articulate and procedures, and information. known limitations of attends to ethical the inquiry plan, and considerations in my develop strategies research design. for addressing or I can articulate known mitigating them. limitations of the inquiry plan, and develop strategies for addressing or mitigating them. 18

EI.3 LEVEL 6 SELECT AND EVALUATE LEVEL 5 I can use advanced SOURCES LEVEL 4 I can use criteria, search criteria (e.g., LEVEL 3 relevant search a昀昀iliate institutions, LEVEL 2 I can use basic search methods, and tools times cited) and With guidance, methods to help me to identify relevant advanced search LEVEL 1 I can learn and choose relevant and and diverse sources methods and tools With guidance, I can practice basic search diverse sources for for my inquiry, in line (e.g., academic With guidance, I can find some sources methods (e.g., my inquiry. with my purpose. journals, Boolean choose from provided of information to keywords/categories, operators) to select sources to learn more help me answer my databases, websites) I can consider I can analyze my relevant and diverse about my question. question. to find relevant multiple factors sources along sources for my sources for my about my sources multiple dimensions inquiry, in line with With guidance, I can I can check basic inquiry. to determine their to determine their my purpose. ask questions to information to credibility and credibility and learn more about the ensure the sources I can ask questions usefulness to usefulness to my I can analyze my source. will help me answer about my sources to my inquiry (e.g., inquiry (e.g., origin sources along my question (e.g., help me determine currency, authority, and context; evidence multiple dimensions topic focus, fiction vs. if they are credible accuracy). base; extent to which to determine their nonfiction). (e.g., When was it information can be credibility and made? Who made verified by other usefulness to my it? Why was it made, reliable sources; inquiry, noting and for whom? Who financial interests). important gaps or published it?). limitations in my I can note important sources. gaps or limitations in I can attend to the my sources. impacts of bias in my research methods, and use strategies to pursue a more global perspective and/or culturally inclusive sources (e.g., international searches, local community research). 19

EI.4 LEVEL 6 GATHER AND ORGANIZE LEVEL 5 I can implement ORIGINAL DATA LEVEL 4 I can implement my my data collection LEVEL 3 data collection plan, with precision and LEVEL 2 I can implement gathering data from accuracy, gathering I can follow a plan my data collection multiple diverse data from multiple LEVEL 1 to collect data and plan while avoiding sources, while diverse sources or I can make record information. significant data avoiding significant repetitions of the With guidance, I can observations related collection errors data collection errors. experiment, and make observations to my inquiry, and With guidance, I (e.g., missed steps, attending to ethical related to my inquiry. record information can organize my insu昀昀icient samples, I can organize and considerations. using drawings, data to help me inaccurate recording). represent my data I can record what I notes, charts, and/or make meaning (e.g., using graphical I can organize and notice using drawings diagrams. organizers, maps, I can organize my displays, relevant represent my data or notes. charts, graphs, data using graphical digital tools, and sets using graphical tables). displays (e.g., maps, basic mathematical displays, statistical charts, graphs, analysis (e.g., mean, analysis tools and I can point out and tables). median, mode, functions (e.g., discuss important or variability). slope, intercept, interesting details I can identify correlation coe昀昀icient about my data (e.g., patterns and outliers I can use a range of for linear fits), and patterns, outliers). in my data set and tools or strategies other relevant explain what they to identify and technologies. mean in the context explain important of my inquiry. relationships among I can use a range of variables/factors in tools or strategies to the data. form insights about the relationships among variables/ factors in the data, and to make sense of disconfirming data. 20

EI.5 LEVEL 6 SYNTHESIZE SOURCES LEVEL 5 I can determine the OR FINDINGS LEVEL 4 I can determine the important ideas and LEVEL 3 important ideas and information from my LEVEL 2 I can determine the information from my sources and generate I can compare the important ideas and sources and generate new understandings LEVEL 1 main ideas from each information from new understandings or insights related to I can identify the source. my sources and how or insights related to my question and/or With guidance, I can main idea (e.g., they connect to one my question and/or its broader context. identify the main idea theme, position, I can describe a new another and/or my its broader context from the source(s). outcome, result) from understanding or research question. (e.g., the discipline I can form an each source. perspective I have or field, prevailing argument, solution, about my research I can form a working traditions). or expressive I can share question based on thesis or answer to work citing key something I learned what I’ve learned my question, using I can form a working ideas or concepts, from my sources from my inquiry. supporting details thesis or answer supporting details, that I didn’t know from my inquiry. to my question, and evidence, while before. citing key ideas or attending to ethical I can cite my concepts, supporting considerations sources. details, and evidence and standards from among my for intellectual sources. integrity. I can cite my sources I can discuss the using formatting limitations of consistent with the my findings and/ discipline. or methods, and implications for future research. I can cite my sources using formatting consistent with the discipline. 21

I can develop and communicate my ideas with purpose and clarity. EXI.1 De昀椀ne audience, purpose, and format EXI.2 Select, re昀椀ne, and develop my message EXI.3 Develop my cra昀琀 EXI.4 Finalize my product or performance EXI.5 Share and re昀氀ect 22

EXI.1 LEVEL 6 DEFINE AUDIENCE, LEVEL 5 I can decide what PURPOSE, AND FORMAT LEVEL 4 I can decide what I want to create or LEVEL 3 I want to create or share, and articulate LEVEL 2 I can decide what share, and articulate my specific purpose I can decide what I want to create or my specific purpose and desired outcome. LEVEL 1 I want to create or share, and articulate and desired I can decide what share, and why it’s my specific purpose. outcome. I can consider With guidance, I can I want to create or important to me. relevant factors decide what I want share, and why it’s I can consider I can consider about my chosen or to share and why it is important to me. I can choose an relevant factors relevant factors prescribed audience important to me. audience and a about my chosen or about my chosen or to choose the most With guidance, I can specific format for prescribed audience prescribed audience e昀昀ective format(s) choose the audience sharing (e.g., written (e.g., shared interests in order to choose and platform/venue I’d like to share with. story, presentation, or values, proximity an e昀昀ective format for my audience, video). to an issue, ability for my audience and purpose, and desired to make change purpose. impact. or influence an outcome) to choose I can generate I can tailor my an e昀昀ective format specific ideas message or delivery for my audience and for tailoring my for my specific purpose (e.g., written message or delivery audience, purpose, story, presentation, for my audience and desired video). and purpose, citing outcome, based on relevant interests, relevant interests, values, and/or values, identities, identities. and/or other relevant contextual information. 23

EXI.2 LEVEL 6 SELECT, REFINE, AND LEVEL 5 I can articulate a DEVELOP MY MESSAGE LEVEL 4 I can articulate a central message LEVEL 3 central message for my product/ LEVEL 2 I can choose and for my product/ performance that I can choose a central articulate a central performance that suits my audience LEVEL 1 message for my message (e.g., suits my audience and purpose and I can choose the main product/performance thesis, claim, story, and purpose and that connects to I can choose the main thing I want to share and discuss how idea, artistic stance, that connects to a a theme, idea, or thing I want to share about and some it connects to my proposal) for my theme, idea, or issue issue in the world about. details that illustrate purpose (e.g., inform, product/performance in the world that that is meaningful or or support it. persuade, entertain). that suits my is meaningful or important to me. With guidance, I can audience and important to me. choose some details I I can arrange the I can choose purpose. I can develop and want to share. supporting details relevant details and I can develop and refine my main in an order that is information to help I can develop my refine my main message through the With guidance, I can interesting or logical me share my central main message message through use of supporting put the details in an to me. message and achieve through the use of the use of supporting details and/or order that makes my purpose. supporting details details and/or evidence that add sense to me. and/or evidence evidence that add depth, focus, and/ I can organize my (e.g., subclaims, depth, focus, and/ or complexity to work in a way that illustrative examples, or complexity to my my ideas, and/ I think will be counterpoints, visual ideas. or by addressing interesting and/ elements). conflicting or or logical for my I can organize alternative ideas or audience. I can organize my work in a way perspectives when my work in a way that I think will be applicable. that I think will be interesting, logical, interesting, logical, and/or aesthetically I can organize my and/or aesthetically pleasing for my work in a logical, pleasing for my audience. compelling, and/or audience. aesthetically pleasing way that suits my purpose, audience, and style. 24

EXI.3 LEVEL 6 DEVELOP LEVEL 5 I can develop a MY CRAFT LEVEL 4 I can make choices portfolio of work LEVEL 3 about materials, through which LEVEL 2 I can make choices tools, and techniques I demonstrate I can experiment about materials, in my work to originality and LEVEL 1 with materials, tools, tools, and techniques demonstrate and continuous I can play and/or and techniques to in my work to hone my own unique improvement of With guidance, I can experiment with learn and apply my demonstrate my approach to cra昀琀. my cra昀琀 in service play with materials materials, tools, and knowledge of the own developing of my goals or and tools for sharing basic techniques. fundamentals of sense of cra昀琀 I can use deliberate aspirations (e.g., my ideas. cra昀琀 to my work (e.g., design, form, practice, problem- artistic expression, I can look to an (e.g., understanding structure, format, solving, iterative career advancement, With guidance, I can example or mentor color theory for a composition). improvement of and contribution to a learn from examples work to imitate, painter, narrative reflection on my cra昀琀 field). related to something practice, and/or get structure for a I can use to achieve greater I’m making. ideas for my own writer, joinery for a experimentation, precision and clarity I can move beyond work. carpenter). practice, and in my work. convention to reflection on my explore and enact I can analyze cra昀琀 to achieve I can critique mentor novel expressions mentor works to greater precision works to develop of cra昀琀 that understand, imitate, and clarity in my a critical and demonstrate both and/or practice work. inclusive stance originality and techniques specific toward the cra昀琀 expertise. to my chosen I can critique mentor that engages with medium. works across diverse intellectual, I can critique mentor cultural traditions artistic, and cultural works and maintain to deepen my traditions. a critical and understanding of the inclusive stance cra昀琀, and explore toward the cra昀琀 diverse approaches that engages with to authentic diverse intellectual, expression. artistic, and cultural traditions. 25

EXI.4 LEVEL 6 FINALIZE MY PRODUCT LEVEL 5 I can ask for general OR PERFORMANCE LEVEL 4 I can gather and and targeted LEVEL 3 selectively use feedback based on LEVEL 2 I can use feedback feedback to improve my self-assessment, I can use feedback to improve specific my work for my and selectively LEVEL 1 to improve specific aspects of my work, specific audience, integrate feedback I can use feedback to aspects of my work. taking into account purpose, and desired to revise my work for With guidance, I improve something my audience and outcome. my specific audience, can use feedback to I’m making and/or I can use criteria purpose. purpose, and desired improve something sharing. to self-assess and I can self-assess outcome. I’m making and/or identify areas for I can self-assess using using criteria to sharing. With guidance, I improvement. criteria to identify identify, prioritize, I can edit my final can use criteria to and prioritize areas and plan for areas for product to ensure it self-assess, and I can edit and/ for improvement. improvement. meets expectations make one or more or revise my final for professional important changes product to ensure I can edit and/ I can edit and/ work, or breaks before I share my it meets given or revise my final or revise my final from standard work. guidelines or product to ensure product to ensure conventions for a parameters. it meets given it meets given specific purpose or guidelines and that it guidelines and e昀昀ect. When applicable, follows conventions follows conventions I can practice for the genre. for the genre. When applicable, or rehearse my I can practice or performance. When applicable, When applicable, rehearse su昀昀iciently I can practice I can practice to ensure a or rehearse my or rehearse my high-quality performance, and performance, performance, make any needed make needed make needed adjustments. adjustments, and adjustments, and ensure supporting ensure supporting technologies, technologies, supplies, and supplies, and materials are ready. materials are ready. 26

EXI.5 LEVEL 6 SHARE LEVEL 5 I can present/ AND REFLECT LEVEL 4 I can present/ perform a work in my LEVEL 3 perform a work in unique style that I’ve LEVEL 2 I can present/ my unique style tailored for a specific I can present/ perform a work that that I’ve tailored for audience, purpose, LEVEL 1 perform a work that I’ve tailored for a a specific audience, and desired outcome. I can share I’ve tailored for a specific audience and purpose, and desired I can share something something I made specific audience purpose. outcome. When applicable, I made with others with a specific and purpose I can engage (e.g., classmates, audience (e.g., a (e.g., my school, a I can reflect on When applicable, I generously with peers, adults). class or group, my publication, an online my experience, can respond to my my audience’s school, a publication, community). and celebrate audience’s questions responses (e.g., I can describe how it a website). my strengths, in a way that reflects assume best intent, felt to share my work I can describe how it contributions, and/ my knowledge and give ample time), with others. I can describe how it felt to share my work or learning. experience. and/or questions in felt to share my work with an audience, and a way that reflects with an audience, and celebrate something I can generate ideas I can reflect on my knowledge and celebrate something I learned and about what I might my experience, experience. I learned or did well. something I did well. do di昀昀erently in and celebrate the future based on my strengths, I can reflect on I can name what I learned or contributions, and/or my experience, something I might experienced. learning. and celebrate do di昀昀erently in my strengths, the future based on I can draw on my contributions, what I learned or experience and/or learning, and/or experienced. interactions with the creative risk-taking. audience to generate I can draw on my ideas about what I experience and/or might do di昀昀erently in interactions with the the future. audience to generate ideas about what I want to learn, pursue, and/or do di昀昀erently in the future. 27

I can lead my own learning while collaborating with and contributing to the learning of others. LI.1 Develop a plan to pursue a goal LI.2 Monitor progress and adjust LI.3 Give and receive feedback LI.4 Engage in discussion 28

LI.1 LEVEL 6 DEVELOP A PLAN TO LEVEL 5 I can create or co-create PURSUE A GOAL LEVEL 4 I can create or co- the purpose, goals, and LEVEL 3 create specific, success criteria for a LEVEL 2 I can create or co- achievable goals and project or initiative, I can create or co- create a specific, success criteria for a and develop strategies LEVEL 1 create a specific, achievable goal and project or task. for anticipated issues. I can set a goal for achievable goal for a success criteria for a With guidance, I a project and plan project or task. project or task. I can create or co- I can create or co-create can set a goal for a some steps to reach create a feasible plan a feasible plan and set project. it, working alone or I can create or co- I can create or co- and set of progress- of progress-monitoring with others. create a plan for a create a feasible monitoring tools tools that account for With guidance, I can project or task that plan (e.g., stages, that account for task/ project constraints, plan some steps to I can help make sure breaks down the tasks, assignees, project constraints resources needed, help me reach the that roles and/or work into stages or time estimates, due and resources and other contextual goal. steps are clear. steps and includes dates) that accounts needed. factors. key dates or events. for task/project constraints and When working When working When working resources needed. with others, I can with others, I can with others, I can demonstrate care for demonstrate care for discuss various When working various preferences, various preferences, preferences, needs, with others, I can needs, or strengths needs, or strengths and and/or strengths to demonstrate care for and help establish help establish inclusive help us develop our various preferences, inclusive norms, norms, routines, and/ roles and work well needs, and/or routines, and/ or structures that together. strengths to help us or structures that attend to cultural and/ each contribute and enable us to each or power di昀昀erences work well together. contribute and work (e.g., gender, language, well together. race, ability), and that When available, I enable us to each can try using digital When available, I can contribute and work tools (e.g., scheduling choose digital tools well together. communications and to meet a specific feedback, sharing need for our project When available, I can work) to follow a plan or team. choose and adapt and help reach a goal. digital tools to meet specific needs for our project or team. 29

LI.2 LEVEL 6 MONITOR PROGRESS LEVEL 5 I can regularly pause AND ADJUST LEVEL 4 I can regularly pause to check in on process LEVEL 3 to check in with and progress toward LEVEL 2 I can regularly pause myself and/or others the goal(s). I can pause to check to check in with about process and LEVEL 1 in on progress, and myself and/or others progress toward the I can practice positive I can stop to check practice positive about process and goal(s). self-talk and/or With guidance, I can in with myself or my self-talk and/or progress toward the encouragement of stop to check in with partners about how encouragement of goal(s). I can practice positive my team or partner myself or my partners it’s going (e.g., Am my team or partner. self-talk and/or that is responsive to and see how it’s I stuck? Do I need I can practice positive encouragement of individual needs or going. anything? Am I closer If I/we get stuck or self-talk and/or my team or partner preferences. to my goal?). distracted, I/we can encouragement of my that is responsive to I/we can ask for help identify the cause of team or partner. individual needs or I/we can use multiple if needed. If I/we get stuck or the issue and try out preferences. feedback cycles to distracted, I can an idea about how If an issue arises, I/ improve the work come up with some to move forward we can recognize it I/we can use and foster shared ideas about how to (e.g., change the promptly, analyze feedback cycles to learning. move forward (e.g., approach, adjust causes, and pursue a help improve the ask for help, start the environment, suitable solution. work. If an issue arises, I/ over, use a new tool). ask for the specific we can recognize it help needed to keep If an issue arises, I/ promptly, analyze progressing). we can recognize it causes, and pursue promptly, analyze a suitable solution, causes, and pursue informed by a suitable solution, multiple data points informed by or perspectives. multiple data points I can engage in and/ or perspectives. or facilitate di昀昀icult I can engage conversations to in di昀昀icult resolve team conflicts conversations or issues, as needed, to resolve team using a strengths- conflicts or issues, as based approach. needed. 30

LI.3 LEVEL 6 GIVE AND RECEIVE LEVEL 5 I can ask questions FEEDBACK LEVEL 4 I can ask questions to learn more about LEVEL 3 to learn more about someone’s purpose, LEVEL 2 I can ask questions someone’s purpose, audience, approach, I can ask questions to learn more about audience, and and feedback needs LEVEL 1 to learn more about what someone made, approach (e.g., style, in order to focus my I can ask questions what someone made and how and why cra昀琀, medium). feedback. I can ask questions to learn more about and how they made they made it. or express what I like someone’s work. it. I can use evidence I can use evidence about something I can identify or examples to or examples to someone else made I can share some I can identify strengths identify strengths identify strengths and or did. things I really like several strengths, and possible and prioritize prioritize suggestions about it and why. using evidence or improvements, using suggestions. based on the With guidance, I can examples. evidence or examples. maker’s purpose, listen to what others I can listen to what I can reflect on my audience, and/or say about something others say about I can ask for targeted I can reflect on my work and use quality approach. I made or did and something I made feedback and record work to identify criteria to identify record or repeat some or did and record or or repeat some specific aspects I’d specific aspects to I can reflect on my ideas I heard. repeat some ideas I ideas I heard, using like to improve. improve. work and use quality heard. a provided tool or criteria to identify process. I can ask for targeted I can ask for targeted and prioritize feedback and feedback from others, specific aspects to determine the most and decide which improve. relevant, important, suggestions are or interesting ideas I most relevant or I can gather heard. important. and integrate targeted feedback representing diverse perspectives and/or relevant expertise or insight. 31

LI.4 LEVEL 6 ENGAGE IN LEVEL 5 I can respond to DISCUSSION LEVEL 4 I can respond to a questions, prompts, LEVEL 3 question, prompt, or comments in a LEVEL 2 I can respond to a or comment in a way that exhibits I can respond to a question or prompt way that shows my deep knowledge LEVEL 1 question or prompt in a way that shows knowledge of and/ and/or curiosity When it’s my turn, I in a way that shows my knowledge of and/ or curiosity about about the topic, When it’s my turn, can share my ideas my knowledge of or curiosity about the the topic and that and that o昀昀ers new I can share an idea or respond to the and/or curiosity topic. o昀昀ers a new insight, insight, perspective, or respond to the question or prompt. about the topic. perspective, or an or evidence-based question or prompt. I can pose questions evidence-based connections. I can ask a question I can pose a specific about the topic to connection. about the topic. question related learn more about I can monitor to the topic, and other people’s ideas, I can pose questions and adjust my demonstrate active while demonstrating to learn more about engagement style listening (e.g., active listening. other people’s ideas, to contribute to verbal and nonverbal while demonstrating a balanced and a昀昀irmations, I can practice active listening. inclusive discussion. paraphrasing to show building on the understanding, asking ideas of others (e.g., I can build on the I can pose questions for clarification). elaborating on the ideas of others and/ to build my idea, connecting or challenge them understanding to related ideas or to enhance the or broaden my evidence). discussion (e.g., perspective, (e.g., asking probing prompt elaboration, questions, elevating surface underlying minoritized issues or interests), perspectives, citing while maintaining relevant evidence, an a昀昀irming and addressing errors in inclusive tone. data or logic). I can build on the ideas of others and/ or challenge them to deepen the discussion or help move it forward. 32

I can process my feelings, attune to others, and contribute to constructive resolution. NC.1 Recognize and process my feelings NC.2 Recognize and respond to the feelings of others NC.3 Apply strategies to work toward resolution 33

NC.1 LEVEL 6 RECOGNIZE AND LEVEL 5 I can pause to notice PROCESS MY FEELINGS LEVEL 4 I can pause to notice without judgment LEVEL 3 without judgment when I’m having an LEVEL 2 I can pause to notice when I’m having an emotional response, I can use one or when I’m having an emotional response, locate where I feel it in LEVEL 1 more strategies to emotional response, locate where I feel it my body, and use one With guidance, I can calm myself when I and I can locate in my body, and use or more strategies to With guidance, I can use a strategy to feel upset, and I can where I feel it in my one or more strategies self-regulate. learn and practice a calm myself when I locate where I feel it body. to calm myself way to calm myself feel upset. in my body. and/or prevent I can determine (e.g., take deep I can use one or more myself from feeling whether my breaths, count to ten, I can identify the I can identify the strategies to calm overwhelmed. emotional response drink water, get fresh specific emotion(s) I specific emotion(s) I myself. is connected to a air, sing or hum, move am feeling (e.g., mad, am feeling, and the I can identify the recurring stressor my body). sad, scared, nervous). specific stressor I can identify the specific emotion(s) and practice ways that caused me to be specific emotion(s) I am feeling, reflect to separate past or With guidance, I I can locate where upset. I am feeling, reflect on what may have unrelated factors from can name what I’m I feel it in my body on what may have prompted them, and the current situation. feeling. (e.g., heartbeat, I can determine prompted them take note of new or stomachache, sweaty when I am ready (e.g., When did I start recurring stressors I can determine when I palms, tight chest, to share how I’m feeling this way? that cause me to be am ready to share with tearfulness). feeling. What is causing this upset. others how I’m feeling, feeling? Have I felt and choose a setting this before?), and I can determine when that works well for me take note of new or I am ready to share and others. recurring stressors with others how I’m that cause me to be feeling and choose a I can develop healthy upset. setting that works practices and/or plans well for me and (e.g., if/then planning, I can determine when others. counseling, community I am ready to share support, boundary- with others how I’m I can learn and setting) for managing feeling. practice a new or avoiding anticipated strategy to manage stressors. or avoid an anticipated stressor. 34

NC.2 LEVEL 6 RECOGNIZE AND RESPOND LEVEL 5 I can practice active TO THE FEELINGS OF OTHERS LEVEL 4 I can practice active listening and careful LEVEL 3 listening and careful observation of verbal, LEVEL 2 I can listen and observation of physical, and/or I can listen and observe body verbal, physical, situational cues to LEVEL 1 observe body language to identify and/or situational identify the feelings I can listen to the language to identify the feelings and cues to identify and perspectives of With guidance, I can reasons another how another person perspectives of the feelings and others. listen to the reasons person is feeling is feeling. others. perspectives of another person is upset. others. I can ask questions feeling upset. I can express in my I can ask questions to better understand With guidance, own words how the to better understand I can ask questions others’ views or I can show that I am I can show my other person feels the other person’s to better understand feelings, the source listening. understanding and why they feel that views or feelings, the other person’s of the conflict, and of what they’ve way. and to better views or feelings, the any cultural or social said (e.g., restate, understand the source of the conflict, identity factors that paraphrase). source of the and any cultural might be at play. conflict. or social identity factors that might be I can demonstrate I can express in my at play (e.g., values, empathy by connecting own words how the language, gender- to, and expressing other person feels related or racial understanding of, and why they feel that power dynamics). the feelings and way. perspectives of others I can demonstrate involved. empathy by I can work with others connecting to, to fairly contextualize and expressing the conflict, understanding of, di昀昀erentiate intention the feelings and from impact, and perspectives of explain and/or others involved. validate the di昀昀erent experiences and/or perspectives among those involved. 35

NC.3 LEVEL 6 APPLY STRATEGIES TO WORK LEVEL 5 I can explain the TOWARD RESOLUTION LEVEL 4 I can explain the conflict from multiple LEVEL 3 conflict from multiple points of view, and LEVEL 2 I can explain the points of view, and help build a shared I can use “I” conflict from help build a shared understanding of the LEVEL 1 statements to explain multiple points of understanding of the conflict, its causes, and I can use “I” the conflict. view. conflict, its causes, its impact, including I can say what statements to share and its impact, any harm caused. happened. what happened. I can work with I can work with others including any harm others to determine to determine and caused. I can help de-escalate With guidance, I can I can share an idea for fair and constructive implement a fair and by modeling, share an idea for resolving the conflict ways to address a constructive way to I can work with others facilitating, and/ resolving the conflict. fairly. conflict. address a conflict. to determine and or encouraging implement the most constructive language I can share ideas for I can acknowledge fair and constructive and actions in others. how to avoid harm my specific role ways to address or in the future, when in the conflict, process the conflict. I can work with others applicable. take steps to repair to determine and harm and/or help I can acknowledge implement a fair and implement a solution. my specific role in the constructive way to conflict, take steps address or process the I can share ideas for to repair harm and/ conflict. how to avoid harm or help implement a in the future, when solution. I can acknowledge applicable. my specific role in the I can share ideas for conflict, take steps how to avoid harm to repair harm and/ in the future, when or help implement a applicable. solution, and generate ideas for preventing harm or managing similar conflicts in the future. 36

I can engage with diverse ideas and a range of media to understand and critically examine the world around me. RW.1 Find inspiration and ideas RW.2 Engage and critique perspectives RW.3 Evaluate use of techniques and technology RW.4 Learn from the past 37

RW.1 LEVEL 6 FIND INSPIRATION LEVEL 5 I can notice and keep AND IDEAS LEVEL 4 I can notice and keep track of experiences LEVEL 3 track of experiences that a昀昀ect me LEVEL 2 I can notice and keep that a昀昀ect me emotionally, and I I can notice and keep track of experiences emotionally and can reflect on and LEVEL 1 track of experiences that a昀昀ect me reflect on why. speculate about I can notice and keep that a昀昀ect me emotionally and their meaning. I can notice when track of activities emotionally (e.g., reflect on why. I can respond to a something I observe, or experiences that excited, moved, source of inspiration I can respond to do, or learn makes make me feel excited curious). I can draw from a by trying on or sources of inspiration me feel excited or or curious. source of inspiration playing with ideas by trying on, playing curious. I can draw from a to help me imagine (e.g., imagine, with, or questioning I can come up source of inspiration something new, visualize, predict, ideas, and I can With guidance, I can with one or more (e.g., experience, draw connections, or pose questions, pursue ideas that come up with one questions or ideas observation, generate questions or make connections) energize me, and/or or more ideas about about what I want to interaction, pattern, ideas, and choose one and I can choose one are in line with my what to do, try, or do, try, or learn next. new learning) to idea to pursue that idea to pursue that purpose. learn next. generate questions energizes me, and/ energizes me, and/ or ideas, and choose or is in line with my or is in line with my I can take steps one to pursue that purpose. purpose. to further explore excites or motivates my questions or me. I can take steps to I can take steps to ideas, while making help me explore or further explore my intentional choices pursue my question question or idea, about my approach to or idea. while making help me sustain my intentional choices attention, energy, about my approach creativity, and/or (e.g., choose my inspiration. environment or setting, block dedicated time, engage thought partners, refresh sources of inspiration). 38

RW.2 LEVEL 6 ENGAGE AND CRITIQUE LEVEL 5 I can describe and PERSPECTIVES LEVEL 4 I can describe and characterize the LEVEL 3 characterize the key key themes or ideas LEVEL 2 I can describe and themes or ideas of of a text, and their I can summarize a text characterize the key a text, and draw connections to LEVEL 1 and ask questions themes or ideas of connections to issues of power I can summarize about the maker to a text, drawing on past or present and identity in With guidance, I can a text and ask better understand the details from the text, issues, events, or broader social, give a summary of questions about text, and its purpose and/or its purpose institutions (e.g., cultural, political, what a text (e.g., the maker to better and context. and context. political, religious, and/or professional story, video, design) is understand it. cultural, racial). contexts. about. I can share what I I can use questions I can share what I liked and/or didn’t about the text’s I can ask and I can ask and answer I can share what I liked and/or didn’t like about a text maker, supporting answer questions questions about liked or didn’t like like about the text and why, and I evidence, purpose, about the text’s the text’s maker, about the text and and why, and I can can discuss how and context maker, supporting supporting evidence, why. discuss how it my own ideas to evaluate its evidence, purpose, purpose, and context connects to my own and experiences relevance and and/or context to — including their ideas or experiences. influence my opinion credibility. evaluate the quality, relationship to other about the text. integrity, relevance, positions, experts, I can analyze and and/or significance or sources — in discuss how my own of the text. order to evaluate the prior knowledge and quality, integrity, experiences, beliefs, I can reflect on relevance, and/or and values inform my own biases, significance of the my understanding and discuss the text. and evaluation of limitations of my the text. perspectives, I can reflect on evidence base, or my own biases analysis of the text. and discuss the limitations of my perspectives, evidence base, or analysis of a text. 39

RW.3 LEVEL 6 EVALUATE USE OF TECHNIQUES LEVEL 5 I can evaluate the AND TECHNOLOGY LEVEL 4 I can evaluate the maker’s use of LEVEL 3 maker’s use of techniques and LEVEL 2 I can highlight techniques and tools, and how well I can identify specific examples of the tools, and how well they served the LEVEL 1 ways the maker maker’s use of they served the maker’s purpose I can look for specific used media features techniques and maker’s purpose. and/or achieved With guidance, I ways the maker did (e.g., words, phrases, tools and discuss beauty, power, or can notice when an something to attract images, music) to their purpose, I can analyze how persuasiveness. author/creator did my attention, and attract my attention e昀昀ectiveness, and all the elements of something to attract talk about the e昀昀ect and I can generate how they contribute a work (e.g., subject, I can analyze how my attention and it had on me. ideas about why to the overall e昀昀ect form, and technique) all the elements of a describe it in my own these techniques of the work. and its context work and its context words. I can share ideas were used. combine to create combine to create about why the I can use criteria to e昀昀ect. e昀昀ect, as well as how I can say what I liked author/creator I can use a set of evaluate and, when di昀昀erent audiences about the work and might have made given criteria to applicable, compare I can develop and might experience why. choices about what evaluate a work. multiple works. use criteria to the work di昀昀erently. to make stand out. evaluate and compare works. I can develop and use criteria to evaluate and compare works, considering such factors as production value, accessibility, or originality. 40

RW.4 LEVEL 6 LEARN FROM LEVEL 5 I can identify and THE PAST LEVEL 4 I can identify and explore a significant LEVEL 3 explore a significant and enduring issue LEVEL 2 I can identify and and enduring issue in a community of I can identify and explore a significant in a community of importance to me, LEVEL 1 explore an issue issue in a community importance to me, drawing on multiple With guidance, I in a community of of importance to me, drawing on multiple perspectives and With guidance, I can can notice and learn importance to me. drawing on multiple perspectives and sources of wisdom. learn about a need more about a need perspectives and sources of wisdom. or problem in my or problem in my I can investigate sources of wisdom I can evaluate the community. community. strategies used in (e.g., oral histories, I can evaluate the strategies and roles of the past to help legends, cultural strategies and key players from across I can come up with I can learn about address a similar traditions). roles of key players sectors — both current ideas to help. ways in the past that issue, including (e.g., government, and historical — in people have helped the unique roles I can investigate private sector, and creating or enabling address a similar that individuals, strategies used in the citizen sector) in power for addressing need or problem, community groups, past to help address creating or enabling the issue. including the unique or government a similar issue, the problem, and roles that people played. including the unique their di昀昀erent I can critique one or played in order to roles that individuals, levels of power for more past e昀昀orts to help. I can use examples community groups, addressing the issue. address this issue, or insights from the government, or a similar issue, With guidance, I can past to generate businesses, or other I can study similar to help me identify use examples from specific ideas entities played that change e昀昀orts viable solutions and the past to explain and strategies for were most and/or from the past to e昀昀ective strategies my best ideas for addressing the least constructive. help me identify for facilitating addressing a current current problem. viable solutions, change and/or for problem. I can use examples or and analyze how consciousness-raising insights from the past di昀昀erent solutions among key players. to generate specific involve and impact ideas and strategies di昀昀erent parties. I can reflect on for addressing the cautionary or current problem that I can credit the inspirational lessons consider di昀昀erent thinkers and from my investigation, levels of power held activists whose work crediting the thinkers by people or groups. I drew on. and activists whose work I drew on. 41

I can reason through, represent, and communicate mathematical problems and approaches to solving them. RQ.1 Represent mathematical information RQ.2 Solve problems RQ.3 Construct explanations 42

RQ.1 LEVEL 6 REPRESENT MATHEMATICAL LEVEL 5 I can accurately INFORMATION LEVEL 4 I can accurately organize and display LEVEL 3 organize and display data using tools and LEVEL 2 I can choose tools data using tools and displays aligned to I can practice using and techniques displays (e.g., tables, my purpose, data LEVEL 1 di昀昀erent tools for organizing charts, and/or graphs) set, audience, and I can draw pictures and techniques and displaying aligned to my context. With guidance, I can and/or use objects for visually information based on purpose. draw pictures and/ to record what I see representing the type and amount I can use descriptive or use objects to help and/or to explain information (e.g., of data and/or what I I can use descriptive vocabulary and me explain a problem my thinking about diagrams, tables, want to communicate vocabulary and analytical tools to or situation. a problem or graphs, flowcharts, about it. analytical tools (e.g., discuss and illustrate situation. formulas). best-fit functions, mathematical I can provide measures of central relationships with I can make choices descriptive tendency) to discuss clarity, to make about the features information in my and illustrate evidence-based of my visual displays (e.g., title, mathematical claims, and/or to representation (e.g., labeled axes, units) relationships. evaluate others’ size, shape, color, to show important conclusions. relative placement) patterns, quantities, to show important relationships, My representation of quantities, or changes in data demonstrates relationships, a problem or mathematical insight or changes in situation. with novelty and/or a problem or elegance. situation. 43

RQ.2 LEVEL 6 SOLVE LEVEL 5 I can use a range of PROBLEMS LEVEL 4 I can organize tools, strategies, LEVEL 3 important or methods to LEVEL 2 I can organize information about evaluate a problem I can organize important a problem, ask and its context, and LEVEL 1 important information about questions to better determine critical I can rephrase a information about a a problem, ask understand its resources for solving I can rephrase a problem in my own problem (e.g., using a questions to better context and its parts, it. problem in my own words and break it chart, table, or graph) understand its and identify a starting words, and try one down into phases, to help me identify context and its parts, point for solving it. I can choose strategies, way to solve it. steps, or parts. a starting point for and identify a starting tools, or methods solving it. point for solving it. I can choose to generate a novel With guidance, I can strategies, tools, approach or solution, try out a problem- I can try out at I can choose problem- or methods to experimenting with solving strategy least one problem- solving strategies develop a solution, ideas or lines of (e.g., tinker, look for solving strategy (e.g., to build a solution, experimenting with reasoning. patterns, visualize visualizing, tinkering, making changes ideas and/or lines of and draw it) to come pattern detection) to my approach if I reasoning. I can test my solution up with a solution. to begin testing a get stuck (e.g., solve in multiple ways to solution. a simpler problem, I can test my confirm the validity I can explain or show work backwards, solution and and accuracy of my my approach. With guidance, I guess and test, try make corrections approach and my can test whether numerical cases). to ensure it is solution. my approach and/ I can test whether reasonable and or solution is my approach and/or accurate (e.g., reasonable. solution is reasonable based on sound and accurate. evidence, attendant to the meaning of quantities, free from computational errors). 44

RQ.3 LEVEL 6 CONSTRUCT LEVEL 5 I can frame the EXPLANATIONS LEVEL 4 I can frame the problem with context, LEVEL 3 problem with and state my solution LEVEL 2 I can state my answer context, and state using precise language I can state my answer to the problem using my solution, using and/or notation. LEVEL 1 to the problem using precise vocabulary precise language and/ I can state my precise vocabulary and/or notation. or notation. I can justify my solution I can explain the steps answer to a problem and/or notation. for my particular that I or someone and explain and/or I can explain and/ I can justify my audience and purpose, else took to solve a show my steps in I can explain and/or or illustrate the solution using using supporting problem. order to make my illustrate the steps I steps I took to come supporting details or details or evidence, thinking visible. took to come to my to my answer, the evidence, including including addressing answer, and explain limitations of my addressing the the limitations of my why my answer is solution, and why my limitations of my solution or critiques of reasonable or not answer is reasonable. solution or critiques my approach. reasonable. When applicable, of my approach. I can respond I can evaluate When applicable, persuasively to someone else’s I can evaluate questions or critique. solution or someone else’s approach. solution, approach, or When applicable, I can supporting details. critique someone else’s solution, approach, or supporting details by naming limitations or justifying alternatives. 45

I can develop practices to support my own well-being, embrace di昀昀erence, and foster intercultural competence. SW.1 Nurture my identity SW.2 Build a昀케rming life practices SW.3 Develop intercultural competence 46

SW.1 LEVEL 6 NURTURE LEVEL 5 I can articulate MY IDENTITY LEVEL 4 I can articulate multiple aspects of my LEVEL 3 multiple aspects of identity, how they are LEVEL 2 I can share about the my identity, how they expressed in my life I can share about most central aspects are expressed in my and relationships, and LEVEL 1 aspects of my of my identity, how life, and how di昀昀erent how di昀昀erent aspects I can share some identity and how they are expressed aspects of my identity of my identity intersect I can say what I like things that are unique they are expressed in my life, and how intersect and impact and have evolved over to do in my free time, or special about me in my daily life (e.g., di昀昀erent aspects of one another. time with pivotal and why. (e.g., interests, likes, I’m an athlete, I love my identity connect life experiences or dislikes, experiences). to spend time playing to one another. I can examine a decisions. I can share ways sports; I am part of I can practice a new stereotype that I can examine that I am similar the Deaf community, way to celebrate, relates to aspects stereotypes that relate to members of my I use sign language express, or explore of my identity, and to aspects of my family or community to communicate with an aspect of my counter it with identity and challenge (e.g., the way I look, my family members; I identity, and/or my truths about my life them through creative talk, think, act, am religious, I attend relationship to the and experiences. expression, personal believe). worship services natural world. pursuits, and/or every week). I can practice and personal interactions. reflect on ways to I can practice a new celebrate, express, or I can regularly practice way to explore my further explore one or ways to celebrate, connection to the more aspects of my express, and/or further natural world. identity, and/or my explore aspects relationship to the of my identity in natural world. community, as well as my relationship to the natural world, adapting practices as my needs, identities, and interests evolve over time. 47

SW.2 LEVEL 6 BUILD AFFIRMING LEVEL 5 I can build routines LIFE PRACTICES LEVEL 4 I can build routines and practices to LEVEL 3 and practices consistently prioritize LEVEL 2 I can deepen my to consistently activities, interests, I can choose connection to prioritize activities, and relationships that LEVEL 1 activities, interests, activities, interests, interests, and bring me joy, a昀昀irm my I can share about or relationships that and/or relationships relationships that identity, and/or help I can identify people activities, interests, bring me joy and help that bring me joy, bring me joy, a昀昀irm me feel connected to or activities that make and/or people in my me feel connected a昀昀irm my identity, my identity, and/ myself, my community, me happy and/or that life who bring me to myself, my and/or help me feel or help me feel and/or the natural make me feel better joy. community, and/or connected to myself, connected to myself, world. when I am upset. the natural world. my community, and/ my community, and/ I can share specific or the natural world. or the natural world. I can set intentions I can talk about the hopes and/or goals I can set intentions and a plan for an area things I want for my that I have for my for my well-being— I can set intentions I can set intentions of my life I want to future. future. physical, emotional, related to my health and a plan for an grow or nurture, and and/or social or an area of my area of my life I want I can take steps toward health—and take life (e.g., spiritual, to grow or nurture, them, while drawing steps toward them. financial, academic, and I can take steps on existing sources of creative) and take toward them, while support or seeking steps toward them, drawing on existing new ones. drawing on di昀昀erent sources of support or sources of support seeking new ones. I can pause to check in (e.g., personal with myself about how knowledge, mentors, I can pause to check well my priorities, cultural traditions in with myself commitments, and and wisdom, social about how well actions support my networks). my priorities, well-being. I can pause to check commitments, and in with myself about actions support my how it’s going. well-being. 48

SW.3 LEVEL 6 DEVELOP INTERCULTURAL LEVEL 5 I regularly seek out COMPETENCE LEVEL 4 I can engage in and engage in culturally LEVEL 3 culturally diverse diverse experiences, LEVEL 2 I can engage in a experiences and and choose responsive I can engage in a culturally diverse choose ways to ways to adapt my LEVEL 1 culturally diverse experience and adapt my style of style of engagement I can participate in experience, and choose ways to engagement and/ and/or express my With guidance, I can a culturally diverse reflect on aspects adapt my style of or express my appreciation. try out some ways to event or experience. that I appreciated. engagement and/ appreciation. learn about cultures or express my I take initiative to di昀昀erent from my I can name I can name appreciation. I can take initiative learn about cultures own. similarities and similarities and to learn about other than my own di昀昀erences between di昀昀erences between I can ask open- cultures other than without making value my culture and other or among cultures ended questions to my own, without judgments or reductive cultures I learn about I learn about or learn about cultures making value comparisons. or experience. experience, without other than my own judgments. making value (e.g., traditions, I can disrupt judgments. history, laws, norms, I can disrupt stereotyping or explicit languages, rituals, stereotyping when I bias when I observe it With guidance, values, arts), without observe it happening happening by promptly I can identify making value by noting it and noting it, naming the stereotypes and/ judgments. countering it with harm it causes, and or misinformation facts, evidence, or countering it with facts, about people or I can recognize insights from history evidence, or insights groups and try stereotypes that and/or my own lived from history and/or my out some ways relate to aspects of experience. own lived experience. to counteract social or cultural them (e.g., check identity (mine or I can reflect on my I can regularly reflect assumptions, others’) and I can own implicit biases on my implicit biases, verify facts, counter them with and how they are practice curiosity broaden sources or verifiable facts or presenting in my and courage in experiences, seek evidence. interactions with understanding their additional context). others, and I can impact on others, I can identify one practice strategies to and consistently or more of my own counteract them. use strategies to implicit biases and counteract them. practice some ways to counteract them. 49

BIBLIOGRAPHY (BY COMPETENCY) BUILD COMMUNITY DESIGN SOLUTIONS Cervantes, D. J., & Gutierrez, A. S. (2019). Stories from the Field: Fostering Positive Peer Relationships. Goldman, S., Zielezinski, M. B., Vea, T., Bachas-Daunert, S., & Kabayadondo, Z. (2016). Capturing Transforming Education. https://昀椀les.eric.ed.gov/fulltext/ED601208.pdf middle school students’ understandings of design thinking. In Taking design thinking to school (pp. 94-111). Routledge. Chetty, Raj. (2014). Where is the land of opportunity?: The geography of intergenerational mobility in the United https://www.google.com/books/edition/Taking_Design_Thinking_to_School/NUAlDwAAQBAJ?hl= States. Cambridge, Mass.: National Bureau of Economic Research. en&gbpv=1&pg=PA76&printsec=frontcover http://www.equality-of-opportunity.org/assets/documents/mobility_geo.pdf Guy-Gaytán, C., Gouvea, J. S., Griesemer, C., & Passmore, C. (2019). Tensions between learning Cohen, G. L. (2022). Belonging: The science of creating connection and bridging divides. WW models and engaging in modeling: Exploring implications for science classrooms. Science & Norton & Company. Education, 28, 843-864. https://drive.google.com/昀椀le/d/1SozctV2f2EreUrT9OFsikFXHu0IJ7TCM/view https://www.penguinrandomhouse.ca/books/719206/belonging-by-geoffrey-l-cohen/9781324006183 Honey, M. (Ed.). (2013). Design, make, play: Growing the next generation of STEM innovators. Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Routledge. https://web.media.mit.edu/~mres/papers/designing-for-tinkerability.pdf Support Student Success. Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child-report Kajamaa, A., & Kumpulainen, K. (2019). Agency in the making: Analyzing students’ transformative agency in a school-based makerspace. Mind, Culture, and Activity, 26(3), 266-281. DeNicolo, C. P., Yu, M., Crowley, C. B., & Gabel, S. L. (2017). Reimagining critical care and https://www.tandfonline.com/doi/pdf/10.1080/10749039.2019.1647547 problematizing sense of school belonging as a response to inequality for immigrants and children of immigrants. Review of Research in Education, 41(1), 500-530. Sheridan, K. M., Veenema, S., Winner, E., & Hetland, L. (2022). Studio thinking 3: The real bene昀椀ts of https://www.jstor.org/stable/pdf/44668705.pdf?casa_token=iAQmJ7VRqd4AAAAA:QIgtVD4oWDs visual arts education. Teachers College Press. WqRB48BQxz4qP1IOHLryIFLygC9_dOB3icILB3bI3vbZsaku--JLlyhVAoG6IufdHrIgzdelAjQoabR1 https://www.google.com/books/edition/Studio_Thinking_3/j9NyEAAAQBAJ?hl=en&gbpv=1&d- gt1V4vm4eg8HO2mUF0E2d7CQh q=Sheridan,+K.+M.,+Veenema,+S.,+Winner,+E.,+%26+Hetland,+L.+(2023).+Studio+Thinking+3:+The+Re al+Bene昀椀ts+of+Visual+Arts+Education.+Teachers+College+Press.&pg=PT18&printsec=frontcover Freeland, J., & Charania, M. (2021). 5 Steps for Building & Strengthening Students’ Networks. Christensen Institute. https://whoyouknow.org/playbook/ Tickoo, P., & Grammer, A. C. (2022). The Role of Design Thinking in Refocusing the Secondary Education System. Journal of Student Research, 11(3). Martinez, D. C., & Caraballo, L. (2018). Sustaining multilingual literacies in classrooms and beyond. https://www.jsr.org/hs/index.php/path/article/view/3559 Journal of Adolescent & Adult Literacy, 62(1), 101-104. https://www.jstor.org/stable/pdf/26632942.pdf?casa_token=8uRiOqQnbFQAAAAA:QQy3snooAhu Wong, Y. L., & Wong, B. (2019). Design thinking. School Leadership and Educational Change in Singapore, 123-148. https://link.springer.com/chapter/10.1007/978-3-319-74746-0_8 Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). 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Working Paper. MDRC. Wise, S. (2022). Design for belonging: How to build inclusion and collaboration in your communities. Ten https://昀椀les.eric.ed.gov/fulltext/ED578933.pdf Speed Press. https://www.designforbelonging.com/book Duncan, R. G., & Chinn, C. A. (Eds.). (2021). International handbook of inquiry and learning. Routledge. https://www.google.com/books/edition/International_Handbook_of_Inquiry_and_Le/1_kvEAAAQ- BAJ?hl=en&gbpv=1&dq=Duncan,+R.+G.,+%26+Chinn,+C.+A.+(Eds.).+(2021).+International+hand- book+of+inquiry+and+learning.+Routledge.&pg=PT17&printsec=frontcover 50

BIBLIOGRAPHY (BY COMPETENCY) Learn, H. P. (2000). Brain, mind, experience, and school. Committee on Developments in the Science of Kang, J. (2022). Composing Across Media for Rhetorical and Idiosyncratic Purposes: Text-Based Writing Learning. and Digital Multimodal Composing. Journal of Adolescent & Adult Literacy, 66(1), 4-14. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and- https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.1236 school-expanded-edition MacArthur, C. A., & Philippakos, Z. A. (2023). Writing instruction for success in college and in the National Council for the Social Studies. (2014). College, career, and civic life (C3) framework for social workplace. Teachers College Press. studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, https://www.tcpress.com/writing-instruction-for-success-in-college-and-in-the-workplace-9780807 and history. National Council for the Social Studies. https://www.socialstudies.org/standards/c3 768808 National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting Si, Q., Hodges, T. S., & Coleman, J. M. (2022). Multimodal literacies classroom instruction for K-12 concepts, and core ideas. National Academies Press. students: a review of research. Literacy Research and Instruction, 61(3), 276-297. https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practic https://www.researchgate.net/pro昀椀le/Julianne-Coleman/publication/357537572_Multimodal_literac es-crosscutting-concepts ies_classoom_instruction_for_K-12_students_a_review_of_research.pdf Polman, J., & Scornavacco, K.. (2022). Meaning and Practices of Inquiry-Based Teaching and Learning In The International Baccalaureate. University of Colorado. IBO. LEARN INTERDEPENDENTLY https://ibo.org/globalassets/new-structure/research/pdfs/inquiry-based-teaching-and-learn- ing-昀椀nal-report.pdf Almarode, J., Fisher, D., & Frey, N. (2022). How Feedback Works: A Playbook. Corwin Press. https://us.corwin.com/books/feedback-playbook-279559 Rubin, A. (2022). Learning to reason with data: How did we get here and what do we know?. In Situating Data Science (pp. 154-164). Routledge. https://par.nsf.gov/servlets/purl/10184954 Beach, P. T., Anderson, R. C., Jacovidis, J. N., & Chadwick, K. L. (2020). Making the abstract explicit: The role of metacognition in teaching and learning. no. August, 1-57. Wilkerson, M. H., & Polman, J. L. (2020). Situating data science: Exploring how relationships to data https://ibo.org/globalassets/new-structure/research/pdfs/metacognition-policy-paper.pdf shape learning. Journal of the Learning Sciences, 29(1), 1-10. https://www.routledge.com/Situating-Data-Science-Exploring-How-Relationships-to-Data-Shape-L Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and earning/Wilkerson-Polman/p/book/9780367760748 engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140. https://www.tandfonline.com/doi/abs/10.1080/14681366.2015.1087044 EXPRESS IDEAS Greene, J. A., Bernacki, M. L., & Hadwin, A. F. (2024). Self-regulation. Handbook of educational psychology, 314-33 https://www.taylorfrancis.com/chapters/edit/10.4324/9780429433726-17/self-reg- Anderson, R. C., & Haney, M. (2021). Re昀氀ection in the creative process of early adolescents: The ulation-jeffrey-greene-matthew-bernacki-allyson-hadwin mediating roles of creative metacognition, self-ef昀椀cacy, and self-concept. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 612. https://psycnet.apa.org/record/2020-58793-001 Halmo, S. M., Bremers, E. K., Fuller, S., & Stanton, J. D. (2022). “Oh, that makes sense”: Social Metacognition in Small-Group Problem Solving. CBE—Life Sciences Education, 21(3), ar58. Boardman, A. G., Garcia, A., Dalton, B., & Polman, J. L. (2021). Compose Our World: Project-based https://www.lifescied.org/doi/pdf/10.1187/cbe.22-01-0009 learning in secondary English language arts. Language and Literacy. https://www.tcpress.com/compose-our-world-9780807764541?page_id=573 Hattie, J., Fisher, D., Frey, N., & Clarke, S. (2021). Collective student ef昀椀cacy: Developing independent and inter-dependent learners. Corwin Press. https://us.corwin.com/books/sce-267575 Finch, M., & Willis, J. (2021). Learning to be expert writers: feedback in secondary English. Assessment in Education: Principles, Policy & Practice, 28(2), 101-117. Rubenstein, S. (2022). Can We Talk?: Encouraging Conversation in High School Classrooms. ncte.Org. https://www.tandfonline.com/doi/abs/10.1080/0969594X.2021.1908226 https://publicationsncte.org/content/books/9780814104347 Gort, M., & Hamm‐Rodríguez, M. (2022). Centering Language and Communicative Purpose in Writing Wedekind, K. O., & Thompson, C. H. (2023). Hands down, speak out: Listening and talking across Instruction for Bi/Multilingual Learners. The Reading Teacher, 75(6), 693-706. literacy and math. Routledge. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.2098 https://www.taylorfrancis.com/books/mono/10.4324/9781032681214/hands-speak-kassia-omohud- ro-wedekind-christy-hermann-thompson Johnson, L. P. (2018). Alternative writing worlds: The possibilities of personal writing for adolescent writers. Journal of Adolescent & Adult Literacy, 62(3), 311-318. https://www.jstor.org/stable/ Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner pdf/26632967.pdf?casa_token=JgfnimdXdnoAAAAA:y-qZrfURH7w4YZj_lbyYrg9YdWHLEgeeCseXy- (Eds.), Handbook of self-regulation (pp. 531-566). San Diego, CA, US: Academic Press. qU2isetOvWkJCnsYiKXcA_9Mhj94ZsYecxedOkIan8NSNgMwDieeX5OEEFUf7K7H1E3FKAgRO77PLGd 51

BIBLIOGRAPHY (BY COMPETENCY) NAVIGATE CONFLICT Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts, 62(1),15-21. https://www.jstor.org/stable/pdf/41405241.pdf?casa_token=PGa_MEeAYHoAAAAA:w Cervone, B., & Cushman, K. (2017). Belonging and becoming: The power of social and emotional LeMWCi6YVk learning in high schools. Harvard Education Press. https://hep.gse.harvard.edu/9781612508511/belonging-and-becoming/ Kucan, L., Rainey, E., & Cho, B. Y. (2019). Engaging middle school students in disciplinary literacy through culturally relevant historical inquiry. Journal of Adolescent & Adult Literacy, 63(1), 15-27. Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative https://www.jstor.org/stable/pdf/48555650.pdf?casa_token=vLjPWmvnqN8AAAAA:RJOBtLN0YPRb- Practices. 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