A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.

A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.

A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.

A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.

A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.

A Stream Level student follows instructions/directions for two- or three- step tasks; occasionally identifies aspects of the task that are related to previously learned materials, only rarely understand the full set of requirements for the task; and has limited knowledge about properties/factors needed to complete the activity. The Stream Level student applies simple learned procedures and exhibits limited fluency but lacks conceptual understanding; solves problems with assistance and uses others' ideas based on observations; and recounts only a few important ideas or details of the task

A Mountain Level student follows instructions/directions for four- to five- step tasks and gives instructions to peers for completing a simple task; describes aspects of task that are related to previously learned materials and sometimes understands the requirements of the task; and has some knowledge about properties/factors needed to complete the task. The Mountain Level student asks general questions about the task; applies some logical organizational strategies to complete the task; is familiar with simple learned procedures, exhibits some fluency, and applies conceptual understanding for simple cases; solves problems with prompting; and retells major points of the task using simple sentences.

A Sky Level student follows instructions/directions for tasks with more than five steps and/or tasks that require conditional branching (e.g., If it is raining, do not water the plants) and gives clear and precise instructions to peers for completing the tasks; summarizes ideas of tasks that are related to previously learned materials; most times understands the requirements of the task; and has knowledge about properties/factors needed to complete the task. The Sky Level student asks specific question about the task; consistently applies logical organizational strategies to complete the task; uses different strategies to perform learned procedures, exhibits fluency, applies conceptual understanding when formulating and solving problems; identifies and explain ideas based on different factors; and retells major points of the task using elaborated descriptions, incorporating key details and using appropriate terminology.

A Stream Level student demonstrates some interest in participating in the task, provides a general reason for such interest and participates in teacher-led activities related to the task; enjoys qualities of familiar tasks (e.g., rhyming words in poems, rhythm in songs, playing games); and expresses an overall reaction to the task (e.g., “I like it”). The Stream Level is receptive to help, asks peers for help while completing a task and enjoys listening to simple products (e.g., songs or poems) created by peers; when prompted listens to peers’ ideas, recognizes and tries to understand the value of simple ideas expressed by others; and observes and appreciates others’ work on the task. With help from others, the Stream Level student attempts to keep composure while performing tasks that require patience but must be encouraged to attempt to complete complex parts of the task, to learn new things and to formulate ideas to complete simple parts of the task.

A Mountain Level student demonstrates interest and willingness to participate in the task and describes with some detail one or more reasons for interest in the task; expresses a reason for an emotional reaction to the task or to specific parts of the task (e.g., “I like it because it makes me laugh”), an opinion, sometimes in writing, about the task or part of the task (e.g., “I think the instructions were easy to follow”) and responds with some detail to questions about feelings about the task. The Mountain Level student agrees to and enjoys working with others; can explain the practical values of simple ideas expressed by others; mimics others in their work on the task; both helps peers and receives help in completing a task and explains to others how to complete simple parts of the task; contributes to a short conversation about the task, waiting for a turn to speak and mostly staying on topic and listening attentively and asking simple questions. The Mountain Level student keeps composure while performing tasks that require patience; appreciates the usefulness of previously acquired knowledge and skills for helping to complete the task (e.g., the usefulness of the relationship between addition and multiplication when working on task that require multiplying numbers); is willing to learn new things; and proposes ideas to complete simple parts of the task.

A Sky Level student demonstrates a high level of interest and enthusiasm for working on increasingly challenging tasks; explains one or more detailed, thoughtful reasons for interest for the task; gives a specific detail to support an emotional response to one or more parts of the tasks or to the whole task (for example, “My favorite character in the story is Mr. Patel because …” or “This is a good ad because it explains why ABC dish soap cleans best.” or “I’d like to try this recipe because ...”); responds with detail and thoughtfulness to sensitivity- related questions about the task (e.g., favorite books or stories, feelings about books or reading; characters feelings in a story); uses generally appropriate phrasing and expression to communicate emotions or meaning related to the task; and regularly expresses personal opinions and feelings. The Sky Level student offers to help other students and uses explanation to help peers; leads peers initiating work for the task; explains a peer’s ideas if different from their own and explains why they may have chosen that particular idea; enjoys working revising own ideas when confronted with ideas of others; and asks and/or surmise about the feelings of others involved in the task; contributes to a long conversation; and during a discussion, raises two or more complex, on-topic questions. The Sky Level student enjoys using previously acquired knowledge and skills to solve problems; and enjoys learning and seeks opportunities to learn.

The Stream Level student observes and uses previous knowledge to understand innovative ways to work on the task; names a part of the task for which they would like instructions (for example, how to plant flowers in a pot or a recipe for making a cake) and can follow predetermined steps or new steps created by others; recognizes that there is more than one way work on the task; accepts that tools and technology can be used in more than one way to complete the task; and understands that the surrounding world contains ideas related to the task. The Stream Level student can work on a new strategy when it is presented to the student but cannot fully understand its purpose; identifies and combines, when needed, artifacts/elements that can be used to create a given object (e.g., combining given shape to make a new shape); writes-2 sentences on a self-selected topic or theme related to the task; makes inferences on what might happen next and recognizes when initial hypothesis and predictions might not work; and identifies other perspectives related to the task.

The Mountain Level student, when prompted, uses previous knowledge to create strategies and devise novel approaches to familiar tasks; expresses curiosity about taking different steps than those provided in a set of instructions; understands that there are novel ways to work on the task; uses tools and technology in more than one way; uses manipulative, with support, to complete parts of the task and sometimes uses self-determined rules for the use of the tools and manipulative; makes connections between the task and the student’s own life experiences and provide some detail about the connection; and when prompted, can look at the environment in unique ways to get ideas solve parts of the task. The Mountain Level student, when prompted, works following different new strategies for different functional purposes; spontaneously combines artifacts/elements to make their own object; with assistance, writes new ideas related to the task; when presented with unique phenomena, critiques the hypotheses and predictions of others; when prompted, describes how the task can be seen from a different perspective and names parts of the task that they would like to change.

The Sky Level student devises strategies and novel approaches to the task on their own; expresses interest in changing the steps in a set of instructions, skipping/adding steps appropriately, or creating their own version of the set of instructions; uses tools, manipulatives and technology in novels ways; most or all of the times, accurately uses self- determined rules for the use of the tools and manipulatives; explains in detail how an aspect of the task relates to one’s own experiences, describes with some detail connections and/or differences they see between the task and their own lives and experiences and describes a situation (either real or imagined) that is similar to the task. The Sky Level student, proposes and implements innovative and original approaches/solutions, creates novel categories for organizing the objects or the parts of the task, demonstrates curiosity by independently asking questions about the intent of the task; when presented with unique phenomena, makes multiple observations towards novel hypotheses and critiques the hypotheses of others; explains why the task can be approach from different perspectives; identifies and explains with some detail a part of the task they wish they could change; expresses interest in writing their own version of the task; and initiate and maintain a long conversation with a peer or adult about the task.