Read and answer the following questions like a High School student

NTN Agency Rubric, High School 				

Develop Growth Mindset: I can grow my intelligence and skills through effort, practice, and challenge. The brain grows bigger with use, like a muscle.


EMERGING
E/D
DEVELOPING
D/P
PROFICIENT
P/A
ADVANCED
Use Effort and Practice to Grow 


Does not connect effort or practice to getting better at a skill, improved work quality, or performance


Superficially connects effort and practice to getting better at a skill, improved work quality, or performance 


Understands how effort and practice relate to getting better at skills, improved work quality, or performance


Understands that effort and practice improve skills, work quality, and performance and that the process takes patience and time
Seek Challenge
Rarely takes on academic challenges and risks to pursue learning


Struggles to identify the personal barriers (mindset, beliefs, circumstances) that inhibit taking risks


With encouragement, sometimes takes on academic challenges and risks to pursue learning

Superficially describes personal barriers (mindset, beliefs, circumstances) that inhibit taking risks


Seeks academic challenges and takes risks to pursue learning 



Analyzes personal barriers (mindset, beliefs, circumstances) that inhibit taking risks


Strategically and independently seeks academic challenges and takes risks to pursue learning 


Analyzes and overcomes personal barriers (mindset, beliefs, circumstances) that could inhibit taking risks
Grow from Setbacks


Identifies challenges, failures, or setbacks, but does not describe reactions to them  (e.g. giving up or trying harder)


Identifies challenges, failures, or setbacks and describes reactions to them (e.g. giving up or trying harder)


Identifies challenges, failures, or setbacks and reflects on how reactions to them (e.g. giving up or trying harder) affect process, product, or learning


Reflects on personal or academic growth from challenges, failures, or setbacks as well as why and how reactions (e.g. giving up or trying harder) affect the process, product, and learning
 Build Confidence 


Struggles to identify academic strengths, previous successes, or endurance gained from personal struggle to build confidence in academic success for a new task, project, or class


Identifies an academic strength, previous success, or endurance gained through personal struggle, but does not use these skills to build confidence in success for  a new task, project, or class


Builds confidence in success (on a new task, project, or class) by knowing and using academic strengths, previous success, or endurance gained through personal struggle 


Consistently confident that success is possible (on a new task, project, or class) by knowing and using academic strengths, previous successes, or endurance gained through personal struggle 
Find Personal 
Relevance
Rarely, and with significant support, finds personal relevance in the work by connecting it to interests or goals, reflecting on progress towards mastery, or identifying autonomous choices


With support, sometimes finds personal relevance in the work by connecting it to interests or goals, reflecting on progress towards mastery, or identifying autonomous choices


Often finds personal relevance in the work by connecting it to interests or goals, reflecting on progress towards mastery, or identifying autonomous choices


Independently seeks and finds personal relevance in the work by connecting it to interests or goals, reflecting on progress towards mastery, or identifying autonomous choices



Take Ownership Over One’s Learning:  I can learn how to learn and monitor progress to be successful on tasks, school, and life.


EMERGING
E/D
DEVELOPING
D/P
PROFICIENT
P/A
ADVANCED
Meet Benchmarks
Completes few benchmarks and class assignments and may resist or struggle to use resources and supports (e.g. study groups, teacher support, workshops, tutorials)


Completes some benchmarks and class assignments; and, only when forced to, or at the last minute, uses resources and supports  (e.g. study groups, teacher support, workshops, tutorials) 


Usually completes polished benchmarks and class assignments by using resources and supports when necessary (e.g. study groups, teacher support, workshops, tutorials) 


Achieves personal best work on almost all benchmarks and class assignments by setting goals, monitoring progress, and using resources and supports (e.g. study groups, teacher support, workshops, tutorials)
Seek Feedback
Rejects feedback and/or does not revise work 


Sometimes shows evidence of accepting feedback to revise work, but at times may resist when it’s difficult


Consistently shows evidence of accepting and using feedback to revise work to high quality 


Consistently shows evidence of actively seeking, identifying, and using feedback to revise work to high quality 
Tackle and Monitor Learning
For a task or project, superficially identifies what is known, what needs to be learned, and how hard it will be 




For a task or project, identifies what is known, what needs to be learned, and how hard it will be; but may not use a strategy to tackle the task or does not monitor how well the strategy is working


For a task or project identifies what is known, what needs to be learned, and how hard it will be; uses a strategy and steps to tackle the task; and monitors how well the approach and effort are working


For a task or project, identifies what is known, what needs to be learned, and how hard it will be; selects an appropriate strategy and takes steps to tackle the task; and monitors and adjusts based on how well the approach and effort are working
Actively Participate
Stays focused for part of the activity/discussion, team meeting, or independent time but often cannot resist distraction or does not notice when or why a loss of focus happens


Mostly stays focused on the activity/discussion, team meeting, or independent time and knows when and why disengagement or distraction happens


Actively participates in the activity/discussion, team meeting, or independent time and has strategies for staying focused and resisting most distraction 


Actively participates and takes initiative on the activity/discussion, team meeting, or independent time and has personal strategies for staying focused
Build
Relationships 
Does not build relationships with trusted adults or peers to get back on track as needed or to enhance learning


Does not initiate building relationships, but has a few trusted adults or peers to get back on track as needed or to enhance learning


Builds and uses relationships with trusted adults and peers to get back on track as needed and to enhance learning


Actively builds trusting relationships with adults and peers to pursue goals, enhance learning, and get back on track as needed
Impact Self & Community
Identifies the ups and downs of the classroom and home community


Has limited understanding of individual role in the ups and downs of the classroom and home community 


Analyzes individual role in the ups and downs of the classroom and home community 


Monitors and adjusts individual role to positively influence the ups and downs of the classroom and home community


What do you see?
What do you think?
What do you wonder?