CCSS PILOT
ELEMENTARY REPORT CARD SUCCESSFUL PRACTICES
TOOLS FOR FAMILIES
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 SCALE
WHAT 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 Duckworth
http://www.ted.com/talks/angela_lee_duckworth_th
e_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