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New York Portrait of a Graduate
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Creative Innovator
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- I can use my imagination to suggest simple ideas for an innovation center by drawing or building a quick sketch/model that solves a problem I helped identify.
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- I can generate multiple possible features or solutions for my innovation center and choose one to develop by explaining why it fits the criteria and constraints we discussed.
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- I can improve my innovation center design through flexible thinking by testing parts (or getting feedback), revising my model/sketch, and comparing how changes make it more useful or welcoming.
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- I can independently create and refine a well-supported innovation center solution by breaking a big design challenge into smaller parts, using evidence from critique and constraints to adapt and justify my final design choices.
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New York Portrait of a Graduate
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Reflective and Future Focused
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- I can name what I did well and what I want to try next after working on my innovation center idea, using help from my teacher or teammates
- I can say how my reflection connects to the next step in our project.
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- I can use evidence from my observations, feedback, and work products to explain one strength and one area to improve in my innovation center design
- I can set a clear, achievable goal for revision (what I will change and why) and follow through with support from adults or peers.
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- I can reflect on how my innovation center proposal meets user needs by connecting what I learned from interviews, testing, and critiques to specific design changes
- I can revise my plan/model responsibly by adjusting criteria, constraints, and materials based on feedback while explaining how my well-being and the team’s support helped us collaborate effectively.
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- I can independently track progress across critique cycles by identifying patterns in my evidence, naming why changes were necessary, and evaluating how well my innovation center solution addresses the real problem for diverse users
- I can set meaningful goals for further improvement, use feedback to make informed decisions, and describe how my choices support respectful, safe, and responsible collaboration and decision-making.
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New York Portrait of a Graduate
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Critical Thinker
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- I can ask questions and make observations about what makes a space welcoming and useful, then use those notes to help me name a real problem I want to solve with an innovation center
- I can tell what I noticed and why it matters to the people who would use the space.
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- I can gather information from interviews, observations, and simple evidence (like visitor ideas or test results) to support my problem statement and design needs
- I can compare two or more ideas and explain how each one meets the criteria (like safety, usefulness, and accessibility) for our school community.
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- I can use evidence from multiple sources to justify my design choices and refine my innovation center concept
- I can generate multiple solution ideas, compare them to specific criteria and constraints, and clearly describe patterns I see across feedback to guide revisions.
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- I can analyze complex feedback and data from critiques, tests, and community input to make well-reasoned decisions about my innovation center design
- I can evaluate competing solution options against criteria and constraints, explain why my final design is strongest, and propose next improvements based on the evidence.
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New York Portrait of a Graduate
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Academically Prepared
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- I can use what I notice and learn from interviews, observations, and class discussions to describe a problem my Innovation Center could help solve
- I can ask questions and share basic information that connects to my idea for an object, tool, or space feature.
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- I can gather evidence from stations, guest interviews, and school/community feedback to explain the problem I’m addressing and who it affects
- I can choose and justify one solution idea by matching it to simple criteria (how it helps people) and constraints (what the school can use/safely support).
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- I can generate and compare multiple solution ideas for an Innovation Center feature by using evidence and clear criteria/constraints
- I can break a bigger goal into smaller, manageable tasks (like tool needs, materials, or steps to test) and use what I learn to revise my plan.
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- I can design and improve a more complex Innovation Center solution by using engineering thinking: I can clearly define the problem, propose multiple options, and evaluate which best meets criteria and constraints
- I can independently plan, build, and present my model or proposal with accurate, grade-appropriate STEM/financial-care considerations and explain how my decisions are supported by evidence from critique and feedback.
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New York Portrait of a Graduate
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Global Citizen
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- I can describe how people in my school community should be treated with respect and fairness when we design ideas for an Innovation Center
- I can share how my ideas would help different people feel welcome, safe, and able to use the space.
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- I can gather information from interviews and observations to learn what different members of my community need from an Innovation Center
- I can explain how I consider people’s diverse abilities, languages, cultures, and interests when choosing features and materials for my design.
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- I can compare multiple design ideas and choose improvements based on feedback and evidence about what will work best for all users
- I can justify how my plan supports responsible community problem-solving by considering criteria, constraints, accessibility, and safety.
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- I can evaluate how my proposed Innovation Center impacts real people and the community beyond my classroom, including long-term usefulness and ethical use of tools or resources
- I can revise my design after critique to strengthen inclusivity, sustainability, and responsible decision-making, and I can clearly communicate these changes to others.
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