1. Non-cognitive Skills: Wouldn’t it be Wonderful? CES Fall Forum
December 3, 2016

2. Who’s in the Room 411 Polling: Connection to education Grade level
Years of experience working with schools/district
Raising of hands

3. Center for Collaborative Education
Our Vision
Equity and data are embedded in all conversations and practices,
Teaching and learning are purposeful, challenging, and have value beyond school,
Assessment demonstrates the competence of students in multiple ways, and
Collaborative practices improve teaching and learning.
Established in 1994 to promote innovative schools and increase justice and opportunity for all learners
Providing technical assistance and professional development focused on effective and equitable schools
Network of approximately 50 districts, mostly urban, across a range of programs

4. Today’s Agenda Welcome
Unpacking Our Understanding of Non-cognitive Skills
Implications of Non-cognitive Skills on Instructional Practice
- Talking with Educators (Scoring)
- Talking with Students (Feedback)
Questions and Answers
Speaker/Facilitator:
Timing:
Talking Points:

5. Unpacking Our Understanding

6. What are we talking about?
Non-cognitive Skills
Habits, Skills, and Dispositions
Essential Skills
21st Century Skills
Work Study Habits
Guiding Principles
Soft Skills
Many different systems of Non-cognitive Skills have been developed over the past ten years. To the right you see “Essential Skills and Dispositions” – the system or taxonomy developed by EPIC for their work in this area.

7. Non-cognitive Skills - Defined
Non-cognitive skills are traits and abilities that contribute to navigating life challenges skillfully (e.g., self-control, persistence, problem solving).
Non-cognitive skills include:
- Interpersonal (e.g., interactions with other people)
- Intrapersonal (e.g., occur within a person's own mind)
Non-cognitive skills influence the overall behavior of a person.

8. Non-cognitive Skills – So What?
“Children’s perception of their ability, their expectations of future success, and the extent to which they value an activity influence their motivation and persistence leading to improved academic outcomes, especially for low- attaining pupils” (Institute of Education, 2013).
Non-cognitive skills are more crucial than sheer brainpower to achieving success (e.g., encountering and overcoming obstacles) (Tough, 2012).

9. Again, What are We Talking about?
Communication
Creativity
Collaboration
Self-Direction
These are the four non-cognitive skills are part of New Hampshire’s Work-Study Habits. These skills exist in curricula across the US, and are by no means an exhaustive list.

10. Creativity
I can use original and flexible thinking to communicate my ideas or construct a unique product or solution.
- Think originally and independently
- Take risks
- Consider alternate perspectives
- Incorporate diverse resources
New Hampshire Work Study Practices and Definitions – June 20014

11. Microlab Small group (3/group) Three prompts
Three rounds (timed – 12 minutes)
- 1 minute to write/reflect on prompt
- 1 minute to share response
- All members share response before next round
Focus on listening
Whole group debrief (3-5 minutes)

12. Prompts
What non-cognitive skill have you had the most success cultivating in your class/school? Support your answer with evidence.
What non-cognitive skill have you had the most difficulty cultivating in your class/school? Support your answer with evidence.
What advice would you give to a new teacher about how to assess student attainment of non-cognitive skills?
Communication Creativity Collaboration Self-Direction

13. Talking with Educators (Scoring)

14. An assessment delivers consistent results.
Reliability
An assessment delivers consistent results.

15. Why are the scores different?
Consider :
Teacher Expectations
Task and instruction expectations
Rubric alignment
Why are the scores different?

16. Why Create Scoring Norms?
Hard to measure attainment of non-cognitive skills
Important to have agreement about what terms to share with students and parents
Essential to have consistency is assessing them and/or the feedback process with student

17. Task & Student Work Assignment: Narrative Poem “This is a Story ..”
Student asked to write about their lives in a poem (model was provided)
Background:
- End of unit exercise focused on identity development
- Students read “Sweeter than Juice” by Shirlee T. Haizlip
- First major writing assignment in the first weeks of an alternative high school with a focus on interdisciplinary, project-based learning and socio- emotional development (work to be shared with author)

18. Word Choice Organization Taking Risks
Criteria
Meets
Word Choice
I can use precise words and phrases telling details and sensory language to convey a vivid picture of my experience.
Organization
I can organize my ideas and connect them clearly throughout the poem.
Taking Risks
My thoughts and feelings are clearly included and related to the narrative.

19. Calibration Protocol Examination (1-2 minutes)
Clarifying questions (2 minutes)
Read and score: (3-5minutes)
Score sharing (1-2 minutes)
Discussion (3-5 minutes)
Debrief (5-8 minutes)

20. Talking with Students (Feedback)

21. Unpacking a Non-cognitive Skill– “Grit”
Context
Perseverance
Self-management
Conscientiousness
Passion for achieving long-term goals
How can this “habit” be explained to students regarding their classroom performance?
MICHAEL
It all starts with the non-cognitive skills.
Let’s take a look at one and consider how it might be “unwrapped” to be embedded in the curriculum and assessment.

22. Developing a Non-cognitive Skills Rubric
Grit
Meets
Teacher Observation
Student Reflection
A commitment to improve one’s performance in school
I put strong effort into most of what I do, and see my setbacks as learning experiences and look for support when I need it.
A passionate dedication to achieve that goal.
I recognize the importance of long-term goals, as well as short-term goals.
MICHAEL (still working on copy)
And then a rubric for students, teachers, and parents to have a shared understanding of what “Grit” looks like on the ground.
Remember that EVERYTHING you assess students on MUST be observable.
You cannot assess their mood or fascination – you can assess behaviors.
Just like with academic standards, a clear idea of what evidence will demonstrate the habit is being achieved.
Here, for the sake of example, we give one descriptor of each of the indicator’s dimensions.
EVIDENCE: OBSERVATION OF AFFECT AND BEHAVIOR, REFLECTIVE WRITING AND CONVERSATION
Indicator language adapted from College San Francisco Student Excellence GRIT Rubric (Student Version)

23. Giving Feedback to Students
Use language that describes what was observed
Provide evidence that supports description
Ask questions for the student to reflect upon:
- Why did s/he make certain choices?
- What was learned?
- How could s/he approach the work differently?

24. Supporting Student Self-Reflection
Provide an opportunity for student to explain their experience
Encourage students to use “Non-judgment” in describing their learning

25. Practice?
Grit
Meets
Teacher Observation
Student Reflection

26. Collaboration: I can work in diverse groups to achieve a common goal.
Communication: I can use various media to interpret, question, and express knowledge, information, ideas, feelings and reasoning to create mutual understanding.
Collaboration: I can work in diverse groups to achieve a common goal.
Self-Direction: I can initiate and manage my learning, and demonstrate a “growth” mindset, through self- awareness, self-motivation, self-control, self-advocacy and adaptability as a reflective learner.
New Hampshire Work Study Practices and Definitions – June 20014

27. Or, Do We Need to Think Differently?
How do we, as educators, consider the identity and difference of our students in a positive light to lay the foundation for meaningful social and emotional learning?

28. Other Questions
What would like to know more about?

29. Thank You!