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Build Community
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Advocate for myself and others
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- I can recognize when I need help and ask for the specific help I need.
- With guidance, I can ask others what they need so they can fully engage in an experience with a sense of belonging.
- I can participate in and/or support a group and/or event focused on taking action to positively impact community.
Project-specific:- I can recognize when I need support to complete an interview, collect evidence, or share my ideas, and I can ask for the specific help I need
- With guidance, I can notice when a classmate or community member may need support so they can participate fully in our project and feel included.
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- I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help, and I can learn and practice ways to offer help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- I can ask for help when I need it and use feedback to improve my interview questions, notes, or article draft
- With guidance, I can notice when others may need help or encouragement and practice respectful ways to offer support during group work or community interactions.
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- I can recognize when I need help or my needs or rights are not being met, find support, and advocate for myself by clearly expressing my needs and upholding my boundaries even in challenging or unfamiliar situations.
- I can advocate for others when I perceive that their needs, values, and/or rights are not being respected, ensuring that their voices are heard.
- I can participate in collective action for positive impact and co-create and/or lead initiatives with cross-sector partners (e.g., nonprofits, government, etc.) that address injustices and inequities.
Project-specific:- I can recognize when my needs are not being met during interviews, collaboration, or writing, and I can clearly express what I need while upholding my boundaries
- I can also advocate for others by making sure their ideas and voices are included and respected in our community-facing article and discussions.
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- With guidance, I can ask for help when I need it.
- With guidance, I can recognize when other people may need or want help.
- With guidance, I can participate in an event focused on taking action to positively impact community.
Project-specific:- With guidance, I can ask for help when I need it, notice when other people may need support, and participate in a class or community activity that takes action to positively impact others
- I can contribute ideas, listen to others, and complete my part of the work.
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- I can recognize when I need help or my needs or rights are not being met, identify potential barriers, and choose an appropriate source of support, including one beyond my immediate circle.
- I can use observation, reflection, and listening to identify others’ needs and support their sense of belonging, either by leading advocacy measures or by supporting their lead.
- I can participate in collective action for positive impact on community and co-create or lead in one or more of these spaces.
Project-specific:- I can identify barriers that may keep me from succeeding in an interview, discussion, or writing task, and I can choose an appropriate source of support, including someone beyond my immediate circle
- I can use observation, reflection, and listening to recognize others’ needs and help support their sense of belonging during our community project.
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- I can recognize when I need help or when my needs are not being met, identify multiple options for getting the support I need, and choose an option that best fits the situation.
- I can use observation, reflection, and listening to identify others’ needs and to take a step to support their sense of belonging.
- I can participate in, support, and contribute to a group and/or event focused on taking action to positively impact community.
Project-specific:- I can identify multiple ways to get the help I need, choose the option that best fits the situation, and use it to keep moving forward in my inquiry and writing
- I can also notice others’ needs through listening and reflection, take a helpful step to support belonging, and contribute to a group effort that positively impacts the community.
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Learn with Purpose
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Develop a plan to pursue a goal
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- With guidance, I can set a goal for a project. With guidance, I can plan some steps to help me reach the goal.
Project-specific:- I can, with guidance, set a project goal for my community article and name a few steps to help me reach it, such as gathering interview notes and planning my writing
- I can use simple planning tools like a checklist or timeline to stay organized.
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- I can set a goal for a project and plan some steps to reach it, working alone or with others. I can help make sure that roles and/or steps are clear.
Project-specific:- I can set a clear project goal for my article and plan steps to complete it, whether I work by myself or with others
- I can help make roles and steps clear so our interviews, note-taking, and writing stay on track.
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- I can create or co-create a specific, achievable goal for a project or task. I can create or co-create a plan for a project or task that breaks down the work into stages or steps and includes key dates or events. When working with others, I can discuss various preferences, needs, and/or strengths to help us develop our roles and work well together.
Project-specific:- I can create or co-create a specific, achievable goal for my informative article and a plan that breaks the work into stages with key dates or events
- When I work with others, I can discuss our strengths, needs, and preferences so we can divide tasks and complete interviews, evidence gathering, and drafting effectively.
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- I can create or co-create a specific, achievable goal and success criteria for a project or task. I can create or co-create a feasible plan (e.g., stages, tasks, assignees, time estimates, due dates) that accounts for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, and/or strengths to help us each contribute and work well together. When available, I can try using digital tools (e.g., scheduling communications and feedback, sharing work) to follow a plan and help reach a goal.
Project-specific:- I can create or co-create a specific, achievable goal and success criteria for my community-facing article, then build a feasible plan with stages, tasks, assignees, time estimates, and due dates that matches the project’s time and resource limits
- I can use digital tools when available to share work, collect feedback, and help my team stay on schedule.
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- I can create or co-create specific, achievable goals and success criteria for a project or task. I can create or co-create a feasible plan and set of progress-monitoring tools that account for task/project constraints and resources needed. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that enable us to each contribute and work well together. When available, I can choose digital tools to meet a specific need for our project or team.
Project-specific:- I can create or co-create specific, achievable goals and success criteria for my article and build a plan with progress-check tools that helps me monitor whether my evidence, organization, and revisions are on track
- I can help establish inclusive group routines and choose digital tools that best support our team’s work and communication.
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- I can create or co-create the purpose, goals, and success criteria for a project or initiative and develop strategies for anticipated issues. I can create or co-create a feasible plan and set of progress-monitoring tools that account for project constraints, resources needed, and other contextual factors. When working with others, I can demonstrate care for various preferences, needs, or strengths and help establish inclusive norms, routines, and/or structures that attend to cultural and/or power differences (e.g., gender, language, race, ability), and that enable us to each contribute and work well together. When available, I can choose and adapt digital tools to meet specific needs for our project or team.
Project-specific:- I can create or co-create the purpose, goals, and success criteria for my project and develop strategies for likely challenges, such as missing interview details or needing stronger evidence
- I can build a realistic plan and monitoring system that accounts for project constraints and community contexts, and I can adapt tools and group routines to help everyone contribute effectively and respectfully.
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Learn with Purpose
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Reflect
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- With guidance, I can share what I liked about something I did or created. With guidance, I can notice when something didn’t turn out how I wanted and describe what happened. I can notice and name when something is easy or hard for me (e.g., socially, academically, emotionally).
Project-specific:- With guidance, I can share what I learned from my research and writing, and I can name one part that went well or felt hard
- I can notice when my plan, interview questions, or writing did not turn out as expected and describe what happened.
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- I can name and celebrate something I learned or did well. I can identify when something didn’t turn out how I wanted and describe what happened. With guidance, I can name something I want to try doing differently in the future based on what I learned or experienced. I can identify learning tasks that are easy or hard for me and share worries or wonders I have about learning/trying something.
Project-specific:- I can identify and celebrate one thing I learned or did well in my inquiry or article, and I can describe when something did not work the way I wanted
- With guidance, I can name one change I want to try next time based on what I learned from interviewing, researching, or writing.
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- I can name and celebrate something I learned or did well and explain the steps I took to achieve it. I can ask myself questions about my learning process (e.g., Did I follow my plan? Did I understand what was needed?) and name something I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges when presented with a task (e.g., steps I take, what is difficult or easy for me).
Project-specific:- I can explain what I learned and what I did well in my inquiry and article, including the steps I took to interview, organize evidence, and revise my writing
- I can ask myself whether I followed my plan and understood the task, and I can name one strategy I would use differently next time.
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- I can explain and critique something I learned or did, celebrating my strengths, contributions, and/or learning. I can ask myself questions about my learning process, connect the results of my actions to what I know about myself (e.g., I know I get distracted easily, so next time I’ll choose a quieter space to work), and generate ideas about what I might do differently in the future based on what I learned or experienced. I can identify some of my learning strengths and challenges and reflect on previous learning experiences to predict the resources of time, effort, and energy a new task will require.
Project-specific:- I can explain and evaluate my learning by describing my strengths, contributions, and areas for growth in my interviewing and writing process
- I can connect my results to what I know about myself, and I can predict what resources of time, effort, and energy I will need for a similar task in the future.
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning. I can draw on my understanding of my learning process as well as my experience and/or interactions with others to generate ideas about what I might do differently in the future. I can identify my learning strengths and challenges; make informed predictions about the resources of time, effort, and energy a new task will require of me; and develop and practice strategies and systems to help manage my resources and any anticipated challenges.
Project-specific:- I can explain and evaluate my learning experiences, including how my choices, feedback, and collaboration helped shape my article
- I can identify my strengths and challenges, make informed predictions about the time, effort, and energy a new task will require, and use strategies or systems to manage those resources and improve my work.
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- I can explain and critique my learning experiences and celebrate my strengths, contributions, and learning, including my creative risk-taking. I can draw on my understanding of my learning process, experience, and/or interactions with others to generate ideas about what I want to learn, pursue, and/or do differently in the future. I can share and advocate for my learning strengths and needs, anticipate the resources of time and energy tasks will require, and routinely use learning strategies and systems with flexibility. I can reflect on multiple aspects of my learning process, identify how they influenced my results, and make a plan to strengthen or make changes to my process in the future.
Project-specific:- I can clearly explain and evaluate my learning process, including how I took creative risks, used feedback, and adapted my approach to strengthen my article
- I can advocate for my strengths and needs, anticipate the resources I will need, and make a specific plan to change or improve my process for future research and writing tasks.
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Learn with Purpose
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Engage in discussion
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- When it’s my turn, I can share an idea or respond to the question or prompt.
Project-specific:- I can share one idea or answer a question about how a person overcomes an obstacle to reach a goal.
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- When it’s my turn, I can share my ideas or respond to the question or prompt. I can ask a question about the topic.
Project-specific:- I can share my ideas or respond to a question about how community professionals solve problems, and I can ask one question to learn more.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose a specific question related to the topic and demonstrate active listening (e.g., verbal and nonverbal affirmations, paraphrasing to show understanding, asking for clarification).
Project-specific:- I can answer a question with details that show my understanding of the topic, ask a specific follow-up question, and show I am listening by nodding, paraphrasing, or asking for clarification.
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- I can respond to a question or prompt in a way that shows my knowledge of and/or curiosity about the topic. I can pose questions about the topic to learn more about other people’s ideas while demonstrating active listening. I can practice building on the ideas of others (e.g., elaborating on the idea, connecting to related ideas or evidence).
Project-specific:- I can respond to others with ideas that connect to their comments and evidence from interviews or examples, and I can ask questions that help me learn more about different ways professionals adapt, persist, and use strengths.
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- I can respond to a question, prompt, or comment in a way that shows my knowledge of and/or curiosity about the topic and that offers a new insight, perspective, or evidence-based connection. I can pose open-ended questions and use active listening to learn more about views/perspectives that differ from mine. I can build on the ideas of others and/or challenge them to enhance the discussion (e.g., asking probing questions, elevating minoritized perspectives, citing relevant evidence, addressing errors in data or logic). I can adjust my stance or opinion when presented with new information and/or perspectives and explain shifts in my thinking.
Project-specific:- I can contribute a new insight or evidence-based connection about how professionals overcome challenges, ask open-ended questions, and build on or respectfully question others’ ideas to improve the discussion
- I can change my opinion when I hear strong new information and explain what changed my thinking.
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- I can respond to questions, prompts, or comments in a way that exhibits deep knowledge and/or curiosity about the topic and that offers new insight, perspective, or evidence-based connections. I can monitor and adjust my engagement style to contribute to a balanced and inclusive discussion. I can pose questions to build my understanding or broaden my perspective (e.g., prompt elaboration, surface underlying issues or interests) while maintaining an affirming and inclusive tone. I can build on the ideas of others and/or challenge them to deepen the discussion or help move it forward. I can adjust my stance or opinion when presented with new information and/or perspectives, demonstrate humility with new understandings, and acknowledge and explain shifts in my thinking.
Project-specific:- I can contribute thoughtful, evidence-based ideas that help balance the discussion, invite different perspectives, and deepen understanding of how community professionals overcome obstacles
- I can adjust my stance with humility when new evidence or viewpoints are shared, and I can clearly explain how my thinking has grown.
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Engage In Inquiry
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Develop an inquiry plan
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- With guidance, I can plan a set of steps to explore my question.
Project-specific:- With guidance, I can plan a few steps to explore my question about how community members overcome challenges to reach goals.
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- With guidance, I can choose an approach for exploring my question (e.g., online search, experiment, community member interviews) and explain why I chose that approach. With guidance, I can create a plan that includes how I will gather and record important information.
Project-specific:- With guidance, I can choose a way to explore my question, such as interviews or research, explain why it fits my purpose, and create a plan for gathering and recording important information.
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- I can choose primary or secondary research methods for my inquiry plan that will help me explore my question. I can create a plan that includes how I will collect and analyze important information related to my question. With guidance, I can identify plan constraints (e.g., time, resources, etc.). If applicable, with guidance, I can get participant consent and practice confidentiality.
Project-specific:- I can choose primary or secondary research methods that help me investigate my question, and I can make a plan for collecting and analyzing information while identifying basic limits such as time, resources, and participant needs.
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- I can choose primary or secondary research methods that are most aligned to the purpose of my inquiry. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered.
Project-specific:- I can choose the research methods that best match my inquiry purpose, and I can create a feasible plan that clearly defines my goals, scope, data collection, and analysis methods while showing that I considered research ethics.
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- I can choose or combine research methods that are most aligned to the purpose of my inquiry and demonstrate how my approach is informed by others’ similar inquiries. I can create a feasible plan that defines the objectives and scope of my inquiry as well as identifies my data collection and analysis methods, stating how research ethics were considered. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.
Project-specific:- I can choose or combine research methods that best support my inquiry and connect my plan to similar work others have done
- I can create a feasible plan that defines my goals, scope, data collection, and analysis methods, identify limitations, and describe strategies to reduce their impact.
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- I can choose or combine research methods to fulfill the purpose of my inquiry and discuss how my inquiry fits within a broader disciplinary, professional, or community context or tradition and how it contributes to existing knowledge. I can create a feasible plan that defines the objectives and scope of my advanced or complex inquiry, attends to advanced research ethics (e.g., avoiding conflicts of interest, epistemic responsibility and research integrity, reflexivity and positionality, etc.), and explains data collection and analysis methods and procedures. I can articulate known limitations of the inquiry plan and develop strategies for addressing or mitigating them.
Project-specific:- I can choose or combine research methods to meet the purpose of my inquiry and explain how my work fits into a broader community, professional, or disciplinary context
- I can create an advanced, feasible plan with clear goals, scope, data collection, and analysis procedures, attend to research ethics, and explain limitations and ways to address them.
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