T O O L S F O R FA M I L I E S

CCSS PILOT ELEMENTARY REPORT CARD -

SUCCESSFUL PRACTICES

WHAT ARE THE PRACTICES?

• Demonstrates grit/perseverance

• Exhibits a growth mindset

• Demonstrate gratitude

• Demonstrates curiosity

• Constructively collaborates

• Demonstrates self discipline – Interpersonal skills

• Demonstrates self discipline – Class work &

Homework

WHY FOCUS ON PRACTICES?

Research has proven:• IQ is not static, nor a predictor of

future success• Over time, optimism, curiosity, self

control and grit have been shown to be important qualities to lifelong learning and success in the workplace • The ability to persevere through

academic challenges, translates to a thirst for greater knowledge and the ability face challenges in life.

GRIT

• Tries hard even after experiencing failure• Stays committed to

goals and projects (long term)• Keeps working hard

even when s/he feels like giving up• Stays committed to

work until it is completed

CURIOSITY

• Is excited to discover and explore new concepts or things• Asks questions that

help him/her improve learning• Is interested in

learning new things• Seeks to understand

concepts

GROWTH MINDSET

• Demonstrates belief that effort is essential for success • Stays motivated,

even when things are challenging• Demonstrates belief

that s/he can improve in areas that are difficult

CONSTRUCTIVELY COLLABORATES

• Is able to find solutions when disagreements arise• Demonstrates that

s/he cares about the feelings of others• Adapts to different

groups and situations

GRATITUDE

• Is aware of what other people have done for him/her• Expresses

appreciation (e.g. says “Thank you”)• Reciprocates by

doing something nice for someone else

DEMONSTRATES SELF DISCIPLINE – CLASS WORK AND HOMEWORK

• Comes to school/class prepared• Remembers and

follows directions• Gets to work

immediately• Stays focused and

is able to resist distractions

DEMONSTRATES SELF DISCIPLINE - INTERPERSONAL

• Remains calm even when provoked by others• Is courteous to

adults and peers• Allows others to

speak without interrupting

MARKING SCALEWHAT DOES IT MEAN?

This is a growth model looking at each student as an individual. Students may vary in these descriptions based on what’s going on in their lives.

• Almost Always: Very likely to exhibit this behavior

• Often: Likely to exhibit this behavior

• Sometimes: Less likely to exhibit this behavior

• Rarely: Not likely to exhibit this behavior

WHAT DOES THIS MEAN FOR SPECIAL STUDENT POPULATIONS?

English Language Learners and Refugees • Consider students’ unique language and cultural

customs.

• Traumatic incidents in the child’s life may impact their ability to persevere and handle frustration. As student heals from trauma, improvement should be seen in use of successful practices.

• The teacher measures the student against him/herself, not the rest of the class.

WHAT DOES THIS MEAN FOR SPECIAL STUDENT POPULATIONS?

For Students with Special Needs (Special Education or 504 plan), teachers will determine mark based on:

• Diagnosed conditions ad accommodations outlined in the IEP or 504 plan.

• Consider any related IEP goal areas for the student. • Consult with the student’s case manager.

• Measure the student against him/herself, not the rest of the class.

HOW DO I USE SUCCESSFUL PRACTICES AT HOME?

Avoid labels and give growth-mindset praise• Don’t label yourself in ways that model a “fixed mindset” (e.g., I’m a

terrible cook….I was never good at math.”)

Shift your child’s attention to the process that led to outcome. (i.e., cause and effect)• Praise and value effort, practice, self-correction, and persistence.• Don’t shelter your child from a failed task. Ask “What can you learn

from this experience? What could you try differently the next time?”

Get curious about your child’s work through questioning• How did you figure that out? • What’s another way you could have done that? • How many times did you try before it turned out that way? • What here was challenging and how did you figure it out? • What do you plan to do next time?

TIPS FOR PARENTS CONT.

Help children get curious about mistakes. • Help them reframe a mistake as new information or as a step in

the process of learning.

Help children talk back to negative self-talk with phrases like:• I am willing to learn new skills to improve, and I know it will be

hard at times.• I get better and better with practice, this is hard, but will get

easier.• Practice makes permanent.

Model a growth-mindset• At dinner: Tell your child about a time when you didn’t know the

answer to a recent question. Who did you ask for help? How did you learn the answer?

Source: www.gotocoffeebreak.com/

RESOURCES

Online Resources“The Key to Success: Grit” by Angela Duckworthhttp://www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?language=en#

Books• How Children Succeed, by Paul Tough• Choice Words, by Peter Johnston• Opening Minds, by Peter Johnston• Mindset, by Carol Dweck