Overview

ADAPTABILITY: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills  rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. a. I can anticipate and plan for challenges and obstacles. b. I can use a variety of strategies to solve problems. c. I can learn and grow from situations that pose challenges and obstacles to success. 2. Responding to Feedback a. I can explain how feedback and resources are used to revise my work. 3. Inclusiveness a. I understand, respect, and value the diverse perspectives of others.

COMMUNICATION: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills  rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. 1. Engaging in Conversations a. I can extend and deepen discussions by asking questions that invite my partners to elaborate, explain, or provide additional reasoning and evidence. b. I can respond to different perspectives shared in discussions by checking my understanding, paraphrasing, summarizing, or showing agreement with my partners’ ideas. c. I can include evidence when challenging or sharing new ideas and conclusions during discussion. d. I can share my ideas about the next steps that we need to take to deepen our understanding of the topic discussed or make progress on collaborative work. 2. Giving and Receiving Feedback a. I can use a variety of modes (peer editing, critique protocols. etc.) to give specific, constructive, and helpful feedback to my classmates about their work based on the success criteria provided. My feedback includes a balance of praise and suggestions for improvement. b. I can ask for specific feedback on my work in relation to my goals/the success criteria, check understanding, and document suggestions. c. I can show acceptance for feedback. d. I can use feedback to revise my work. 3. Presentation of Knowledge and Ideas a. I can present information, findings, and supporting evidence clearly and directly, addressing alternative or opposing perspectives to allow listeners to follow my line of reasoning. b. I can use appropriate adequate volume, appropriate pacing, and clear pronunciation. c. I can strategically use visual displays or digital media to enhance understanding and add interest. d. I can answer questions to show my understanding.

CRITICAL THINKING: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills  rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. 1. Information, Discovery, and Research a. I can develop an initial set of questions related to the topic, polish the questions, and identify a key question or prioritized set of questions that provide a foundation for my investigation. b. I can find appropriate, high-quality, and diverse information sources relevant to my questions. c. I can compare information across sources to determine credibility and accuracy. 2. Reasoning, Analysis, and Interpretation a. I can organize my notes/data and identify similarities, differences, and/or patterns. b. I can draw logical conclusions from my notes, observations, and inferences. c. I can cite specific details upon which my conclusions were drawn and explain any shifts in thinking about the problem/issue. 3. Solution Finding a. I can create relevant criteria to evaluate my approach to solving a problem. b. I can evaluate my solution ideas and select an effective solution that meets all criteria. c. I can design a process to test my proposed solution. d. I can analyze, with precision and accuracy, the relative effectiveness of my proposed solution and clearly explain what I need to improve. 4. Justification a. I can provide a clear, knowledgeable claim about the problem or issue and distinguish it from opposing claims. b. I can thoroughly support my claim with logical reasoning and relevant evidence. c. I can clearly and convincingly address counter arguments.

EMPATHY: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. 1. Perception of Self and Others a. I can seek and consider the feelings”, perspectives, and experiences when interacting with others virtually and in person.  b. I can demonstrate the value that the feelings, perspectives, and experiences of others bring to a variety of situations. 2. Relationships a. I can create positive and supportive relationships with others. b. I can appreciate and respect the feelings, perspectives, and experiences of others. c. I can advocate for myself and others when necessary. 3. Diverse Perspectives a. I can ask questions to help me better understand the viewpoints of others. 4. Effective Listening a. I can identify the feelings and ideas behind the speaker’s message that may not be spoken in words. b. I can deepen my understanding of the speaker’s message by considering the words that are said as well as those that are not. c. I can reflect on the speaker’s message and attempt to understand it from their point of view. d. I can deepen my understanding of the speaker’s message by considering the words that are said as well as those that are not. e. I can reflect on the speaker’s message and attempt to understand it from their point of view.

LEARNER’S MINDSET: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. a. I can engage in inquiry that reflects my unique learning process and interests. b. I can use inquiry to examine new perspectives and ideas that challenge my assumptions and help me to extend my thinking. 2. Persistence a. I can use resources to find ways to keep working when faced with challenges and obstacles. 3. Innovation a. I can find unique solutions to problems by drawing on many different types of knowledge, experiences, and ideas. 4. Beliefs About Learning a. I can articulate the meaning and value of new learning experiences. b. I can use strategies to overcome challenges and obstacles to my learning. c. I can integrate feedback from others to improve my learning.

PERSONAL RESPONSIBILITY: I CAN STATEMENTS I Can Statements, derived from the North Carolina Portrait of a Graduate Durable Skills rubrics, place students at the center of assessing and improving their performance with the durable skills. They are meant to be used by students to make sense of the durable skills, self-assess, and reflect about their performance during and at the culmination of learning experiences. I Can Statements increase clarity about expectations and help students understand what they need to work towards. a. I can recognize a task and take action, moving from step to step without prompting from others. b. I can set a goal for the task and engage in the necessary steps to complete the task. c. I can follow directions without prompting. 2. Planning/Prioritization a. I can create a plan to complete a task and follow through successfully. b. I can successfully remain on schedule and complete a plan. 3. Persistence a. I can persist in getting tasks done accurately and independently. b. I can set and complete goals on time, asking for help if needed.  c. I can utilize a variety of resources and choose the most relevant resource(s) as needed. 4. Interpersonal Responsibility a. I can choose words and actions that have a positive influence/impact on others. 5. Intrapersonal Responsibility a. I can self-regulate and take individual responsibility to achieve the final goal.