Functional Skills Sets
1. Problem Solving – Persisting – The student will
 generate appropriate questions about a problem to help clarify facts, concepts and
relationships
 define the problem correctly and clearly / correctly restate/explain problem in own words
 engage in goal setting in the problem-solving process
 engage in strategic action planning in the problem solving process
 identify alternative points of view in information gathering
 use previous knowledge, data, theories or processes to solve problems
 gather a broad spectrum of resources and information and distinguish fact from fiction
 gather information from a broad spectrum of resources, integrate it with prior knowledge of
the subject area and evaluate its worth in solving the problem
 consider new information and adjust effort and strategies when needed in the problemsolving process
 sustain the problem-solving process/maintain focus and evaluate the plan upon completion
of project
 make decisions using a problem-solving model
2. Managing Impulsivity – The student will
 preempt negative emotions before they escalate
 think before acting and maintain focus over time
 intentionally form a plan before beginning a task and remain composed and focused over
time
 take constructive criticism well and use it to improve performance
3. Listening to Others with Understanding and Empathy – The student will
 identify the point of view in written and/or spoken text
 listen empathetically and demonstrate understanding of the point of view in written and/or
spoken texts; recognize others’ feelings
4. Thinking Flexibly – The student will
 consider new information and adjust performance when necessary
 consider new information and approach a problem from a new angle using a novel approach
 consider different points of view and adjust action plan as needed
5. Thinking about Our Thinking (Metacognition) - The student will
 demonstrate awareness of different learning processes and identify/explain strategies in
own decision-making
 demonstrate awareness of own learning process and evaluate strategies used in decisionmaking
6. Accuracy and Precision – The student will
 independently confirm that his/her finished product matches a criteria
 proofread and correct personal work (products/performance) for quality in accuracy and
precision
Functional Skills Sets
7. Effective Communication – The student will
 communicate accurately, clearly and precisely in oral communication
 communicate accurately, clearly and effectively in written communication
 generate appropriate visual aids that facilitate understanding
8. Critical Thinking – Reasoning – The student will
 accurately define parts of a system and explain how those parts interact with one another
 accurately define parts of a system, explain how those parts interact with one another and
interpret relationships between systems
 demonstrate complexity in thinking by supporting and justifying statements
 consider past knowledge of the relevant content and make connections/ see relationships
with new information
 use comparison and contrast to help understand information
 use methods of prioritization to rationally narrow focus and/or weigh factors to determine
relative value of choices or alternatives
 demonstrate logical reasoning to solve problems
 provide proof/justification of a conclusion
9. Thinking Interdependently - Collaborating – The student will
 work cooperatively and accomplish tasks in small groups
 engage in collaborative work assuming different roles and responsibilities to accomplish
tasks effectively in small groups
 be aware of own actions and the effect on others and on the environment
 engage in collaborative work effectively using group dynamic skills and successfully moving
the group toward the goal
10. Creating – The student will
 generate more than one idea (fluency)
 notice what is unusual, surprising and/or interesting in concrete (everyday objects) and
abstract environments (flexibility)
 independently and reasonably evaluate ideas and decide which are worth pursuing
(evaluation)
 generate novel or original ideas without worrying about failure (appropriate risk taking)
 add details to ideas or designs as needed for implementation and improvement
(elaboration)
 strive for greater fluency, flexibility, originality, elaboration and evaluation to refine work
11. Research – The student will
 create and apply a framework for the project and revise as necessary
 plan, prioritize tasks, and complete activities within timeline of a project
 gather a broad spectrum of resources and information and integrate it with prior knowledge
to successfully complete a research project
 plan, develop and complete a research project and present results/conclusions clearly and
concisely
Functional Skills Sets
12. Ethical Behavior – The student will
 use classroom project time well, conversing primarily on the project and in a manner that
does not disrupt others
 obtain information from appropriate sources with accurate citations for all borrowed
material
13. Civic Responsibility – The student will
 show regard for peers and adults by keeping work, play and public areas clean and
organized
 show regard for peers and adults by involvement in service projects in the home, school
and/or community
14. Accepts/Seeks Challenges – Lifelong Learning – The student will
 challenge self to meet goals that others think are too difficult and be open to new academic
learning experiences
 invite opportunities for valuable academic learning experiences, even if extra effort is
required, and search for new and better ways of learning and improvement
15. Finding Humor – The student will
 find incongruity and perceive absurdities, ironies and satire
 find humor in the appropriate situations and is able to laugh at self
21st Century Learning Skills – CSOs (21C.O.LS1-2-3) By Grade
Levels
Continued below.
Functional Skills Sets
Standard
Objective
Information
Access and
and
analyze
Communication Information
Skills
Grade Level
PK - 2
3-4
5-8
9-12
Create
PK - 2
3-4
5-8
Learning Skills
Uses text, people and electronic resources
(e.g. interactive books, educational
software, CD-ROMs, elementary
multimedia encyclopedias and search
engines) to locate information for an
assignment and is able to identify the
author and purpose for each source
located.
Identifies information needed to solve a
problem or complete an assignment,
conducts a search and prioritizes various
sources based on credibility and relevance,
retrieves relevant information from a
variety of media sources, and…(see Create)
When presented with a problem, identifies
the information needed, uses text, people,
online databases and search engines to
filter relevant information efficiently,
analyzes information for biases,
synthesizes information gathered and
creates an effective and efficient response
to the problem.
Recognizes information needed for
problem solving, can efficiently browse,
search and navigate online to access
relevant information, evaluates
information based on credibility, social,
economic, political and/or ethical issues,
and presents findings clearly and
persuasively using a range of technology
tools and media.
Can accurately interpret and create simple
visuals (i.e. charts, maps, graphs and
models) and use this information to solve
problems and communicate information.
…uses this information to create an
effective presentation. Accurately
interprets symbols and visuals and can
distinguish fact from opinion when
presented with visuals through various
media; uses his/her knowledge to
construct new knowledge and
communicate information
Interprets abstract visuals and creates
products (e.g. digital storytelling) that
reflect a growing understanding of visual
Functional Skills Sets
9-12
Communicate
PK - 2
3-4
5-8
9-12
Thinking and
Reasoning
Critical
thinking
PK - 2
3-4
5-8
9-12
Understanding
Systems
PK - 2
language and require the effective use of
tools (e.g. cropped photos, original charts
and graphs, well-chosen images from
databases, video clips).
Analyzes and interprets visuals and
recognizes the impact digital media
influences (e.g. design, technique, and rate
of speed) have on audiences. Visual
products reflect a sophisticated
understanding of subject, digital media and
design techniques.
Articulates thoughts and ideas,
representative of real and imaginary
experiences, clearly and effectively
through oral, written or multimedia
communication.
Is cognizant of audience and purpose,
articulates thoughts and ideas accurately
and effectively through oral, written or
multimedia communications.
Presents thoughts, ideas, and conceptual
understanding efficiently, accurately and in
a compelling manner and enhances the
oral or written presentation through the
use of technology.
Creates information using advanced skills
of analysis, synthesis and evaluation and
shares this information through a variety
of oral, written and multimedia
communications that target academic,
professional and technical audiences and
purposes.
Engages with teacher assistance in a
critical thinking process by conducting
basic evaluations using simple criteria.
Engages, with teacher assistance, in a
critical thinking process that synthesizes
knowledge and ideas.
Engages in a critical thinking process that
supports synthesis and conducts
evaluations by applying comprehensive
criteria.
Engages in a critical thinking process that
supports synthesis and conducts
evaluation using complex criteria.
Identifies parts of a system and explains
how those parts interact with one another.
Functional Skills Sets
3-4
5-8
9-12
Problem
Solving
PK - 2
3-4
5-8
9-12
Synthesis fluency
PK - 2
3-4
5-8
9-12
Identifies parts of a system and explains
how those parts interact with one another.
Draws conclusions from a variety of data
sources to analyze and interpret systems.
Draws conclusions from a variety of data
sources to analyze and interpret systems.
Engages in a problem solving process using
objects to solve problems and
demonstrates learning by explaining how
they solved the problem.
Engages in a problem solving process that
promotes questioning, planning
investigations and finding answers and
solutions.
Engages in a problem solving process that
divides complex problems into simple
parts in order to devise solutions.
Engages in a problem solving process by
formulating questions and applying
complex strategies in order to
independently solve problems.
Engages in discovery, exploration and
experimentation to reach unexpected
answers. Makes unusual associations and
provides a variety of solutions to problems.
Generates ideas for solutions to problems
and asks questions in order to create
unusual, unique or clever products.
Student begins to cognitively recognize the
skills of adapting, improving, modifying
and expanding existing thoughts or ideas
to create products.
Creates thoughtful ideas and solutions and
takes risks as he/she works toward goals
despite mistakes. Begins to consistently
think of all the possibilities and diverges to
become more expansive with his/her
thoughts/ideas that lead to the creation of
original products.
Visualizes the connection between
seemingly unrelated ideas and
independently produces solutions that are
fresh, unique, original and well developed.
Shows capacity for originality,
concentration, commitment to
completion, and persistence to develop
unique and cogent products.
Functional Skills Sets
Personal and
Workplace
Skills
Intrapersonal
skills
PK - 2
3-4
5-8
9-12
Flexible
thinking
PK - 2
3-4
5-8
9-12
Self
Assessment
PK - 2
3-4
5-8
Manages negative emotions, aligns his/her
goals to the goals of others and works
cooperatively and productively with others
in small groups.
Manages and preempts negative emotions
before they escalate, exercises selfrestraint without assistance and works
productively in a variety of group settings.
Manages emotions and behaviors, engages
in collaborative work assignments
requiring compromise…
Remains composed and focused, even
under stress, willingly aligns his/her
personal goals to the goals of others when
appropriate, approaches conflict from winwin perspective and derives personal
satisfaction from achieving group goals.
…abandons ineffective strategies when
introduced to more effective strategies for
solving a problem or completing a task.
…and with minimal assistance, considers
alternative methods, solutions and
perspectives to solving a problem or
completing a task.
Is flexible in approach to solving problems
and completing tasks, considers alternative
methods, solutions and perspectives,
abandons strategies that do not work and
reallocates time and resources as priorities
change.
Independently considers multiple
perspectives and can represent a problem
in more than one way, quickly and calmly
changes focus and goals as the situation
requires, and actively seeks innovations
(e.g. technology) that will enhance his/her
work.
Understands the defined learning goal and
uses age-appropriate instructional rubrics
and tools to assess his/her performance in
meeting the goal within the timeline
established by the teacher.
…while using instructional rubrics and
other tools to monitor and evaluate
his/her performance.
Sets challenging goals and strategically
plans to reach those goals, monitors
Functional Skills Sets
9-12
Ethical
behavior
PK - 2
Responsibility
3-4
5-8
9-12
Interpersonal
skills
PK - 2
Leadership
3-4
5-8
performance and adjusts effort and
strategies, seeks assistance when needed,
and demonstrates focused commitment to
reaching the established goals.
Demonstrates ownership of his/her
learning by setting goals, monitoring and
adjusting performance, extending learning,
using what he/she has learned to adapt to
new situations, and displaying
perseverance and commitment to
continued learning.
Knows the difference between right and
wrong, is accepting of others in work and
play groups, and shows regard for peers
and adults within the school by keeping
work, play and public areas clan and
organized.
Appreciates, accepts and works
cooperatively with others, in both
academic and social contexts, shares
responsibility for continued improvement
of the academic performance and climate
of the school, and exhibits ethical behavior
while working alone or communicating
with others.
Demonstrates ethical behavior and works
responsibly and collaboratively with
others, in academic and social contexts, …
Demonstrates ethical behavior and works
responsibly and collaboratively with others
in the context of the school and the larger
community, and he/she demonstrates civic
responsibility through engagement in
public discourse and participation in
service learning.
Demonstrates ability to assume different
roles and responsibilities as assigned by
the teacher.
Uses clearly defined teacher directions and
interpersonal skills to move others toward
the goal.
Is flexible in assuming various roles and
responsibilities in the classroom and the
school,…
Uses his/her interpersonal skills when in an
assigned leadership role, …
…and demonstrates flexibility by assuming
Functional Skills Sets
9-12
Plan and
Execute Tasks
PK - 2
3-4
5-8
9-12
different roles and responsibilities within
various team structures.
Exhibits positive leadership through
interpersonal and problem-solving skills
that contribute to achieving the goal.
He/she helps others stay focused,
distributes tasks and responsibilities
effective, and monitors group progress
toward the goal without undermining the
efforts of others.
Focuses on a project goal, and with
teacher guidance, frames appropriate
questions related to the goal, considers
possible courses of action, selects a plan of
action and completes the project.
…helps others stay focused and
successfully moves the group toward the
goal.
… to accomplish both individual and team
goals related to improved academic,
extracurricular and co-curricular
performances.
Maintains a strong focus on the larger
project goal and frames appropriate
questions and planning processes around
the goal. Prior to beginning work, reflects
upon possible courses of action and their
likely consequences; sets objectives
related to the larger goal; and establishes
benchmarks for monitoring progress.
While working on the project, adjusts time
and resources to allow for completion of a
quality product.