Jordan's Spark Dashboard
Jordan Rivera · Grade 7 · 7B · Middle School · Sun, Oct 18
My Data
Jordan's schoolwork, culture and Kindler competencies, with every task one tap from Headrush.
Goals Log
Every week's three goals and Friday's reflection, newest first.
Status
Approaching On Track
Partially Proficient or above in 7 of 8 outcomes.
Attendance this year: 93%.
Work
4 past due0 due this week
Oldest: Launch: what do I already know?, 26 days late. See the lists.
Outcomes | Semester 1
Full viewUnderstand83%50%6 of 16
Matter & Its Interactions (PS1)Partially
Structures & Processes in Organisms (LS1)Proficient
Ecosystems: Interactions, Energy & Dynamics (LS2)Not yet
Earth & Human Activity (ESS3)Not yet
Ratios & Proportional RelationshipsNot Yet
The Number SystemProficient
Expressions & EquationsPartially
GeometryNot yet
Statistics & ProbabilityNot yet
Civics, Government & Human RightsNot yet
Geography, People & EnvironmentNot yet
Economics, Innovation & TechnologyNot yet
Movement & Performance ScienceNot yet
Networks & the InternetProficient
Artificial IntelligenceNot yet
Apply Knowledge of Health ConceptsNot yet
Investigate100%50%2 of 5
Develop QuestionsPartially
Investigate Through InquiryNot yet
Conduct ResearchNot yet
Use Sources CriticallyNot yet
Conduct Scientific InvestigationsProficient
Analyze & Reason75%75%4 of 13
Read Critically (Literary)Not yet
Read Critically (Informational)Not yet
Reason Quantitatively & ModelProficient
Analyze and Interpret Scientific DataNot Yet
Interpret Statistical DataNot yet
Analyze Events & Change Over TimeNot yet
Analyze People & PerspectivesNot yet
Use Scientific Models to Explain PhenomenaNot yet
Explain & Argue ScientificallyNot yet
Interpret Language & CultureNot yet
Impacts of Computing & TechnologyHighly
Art AnalysisHighly
Computer Science Data & AnalysisNot yet
Communicate100%100%2 of 7
Develop & Express IdeasHighly
Write PurposefullyNot yet
Use Language EffectivelyProficient
Present for an AudienceNot yet
Construct Evidence-Based ArgumentsNot yet
Communicate Disciplinary ExplanationsNot yet
Communicate in Languages Other Than EnglishNot yet
Create & Design100%75%4 of 4
Design SolutionsProficient
Produce CreativelyHighly
Algorithms & ProgrammingPartially
Artistic ExpressionProficient
Direct My Success100%0%2 of 8
Set GoalsPartially
Plan & PrioritizeNot yet
Prepare & OrganizeNot yet
Manage TimeNot yet
Take Initiative & FocusNot yet
Monitor Progress & ReflectPartially
Take Responsibility & Follow-ThroughNot yet
Healthy Decision-Making & WellnessNot yet
Sustain Wellness & Growth67%33%3 of 6
Understand Identity & SelfNot yet
Self-Advocate & Seek SupportNot yet
Practice WellnessNot yet
PerseverePartially
Take Healthy RisksProficient
Take FeedbackNot Yet
Build Community & Lead––0 of 9
Build Relationships & NetworksNot yet
Develop Empathy & PerspectiveNot yet
Develop Humility & Learn from OthersNot yet
CollaborateNot yet
Navigate ConflictNot yet
Lead TeamsNot yet
Build CommunityNot yet
Engage Across Cultures & CommunitiesNot yet
Engage in Health AdvocacyNot yet
Classes
Full viewMath
Math G7: Proportional Reasoning
Ms. Okafor · ends Nov 23
Reason Quantitatively & ModelProficient
PerseverePartially
Ratios & Proportional RelationshipsNot Yet
The Number SystemProficient
Expressions & EquationsPartially
CS
CS G7: Build a Game
Mr. Lindqvist · ends Nov 15
Algorithms & ProgrammingPartially
Take FeedbackNot Yet
Impacts of Computing & TechnologyHighly
Networks & the InternetProficient
Humanities
Humanities G7: Voices of the Harlem Renaissance
Ms. Delgado · ends Nov 30
Develop & Express IdeasHighly
Read Critically (Literary)Not yet
Write PurposefullyNot yet
Use Language EffectivelyProficient
Use Sources CriticallyNot yet
Art
Art G7: Portraits in Charcoal
Mr. Abara · ends Nov 13
Produce CreativelyHighly
Artistic ExpressionProficient
Take Healthy RisksProficient
Art AnalysisHighly
Science
Science G7: Matter and Energy
Dr. Chen · ends Nov 21
Matter & Its Interactions (PS1)Partially
Structures & Processes in Organisms (LS1)Proficient
Analyze and Interpret Scientific DataNot Yet
Conduct Scientific InvestigationsProficient
Explain & Argue ScientificallyNot yet
Forge
Forge G7: Design for a Neighbor
Ms. Petrova · ends Dec 4
Design SolutionsProficient
Develop QuestionsPartially
CollaborateNot yet
Present for an AudienceNot yet
Lead TeamsNot yet
Culture | last 10 school days
Full view88% positive (goal 80%)7 embers1 smolders0 referrals105 this week's score · Hot
Most recent goals
Full logNo goals yet.
What the words mean
Proficiency levels
Every competency is scored from 0 to 4. Proficient is the goal; Highly Proficient goes beyond it. Scores show as levels, never as decimals.
IncompleteThe chance was there and the competency was not shown.
Not Yet ProficientJust starting: shown only in part, with help.
Partially ProficientOn the way: most of it, with some gaps.
ProficientThe goal: the competency as the grade-level definition describes it.
Highly ProficientBeyond the definition, on your own.
Not yet assessedNo teacher has scored it yet.
Module score, task score, evidence
A module is a unit of work in Headrush with tasks inside it. Teachers score each competency on each task; there is no task grade.
The module score is the teacher's judgment of a competency across the whole module. It is the level shown for each class and what outcomes and status are built from. While a module is running it is a draft the teacher updates.
Task scores are the evidence under a module score. They are listed, never averaged into a level.
Past due is a task still To do or In progress after its due date.
The eight Graduate Outcomes
Every competency belongs to one of eight outcomes. An outcome's level is the simple mean of its competencies; outcomes are never averaged with each other and there is no overall score. Status counts outcomes at Partially Proficient or above.
Understand16 competencies
I build knowledge of important concepts, systems, and relationships so I can make sense of the world.
Matter & Its Interactions (PS1). Everything is made of tiny particles, and how they are arranged decides what a substance is like. In a chemical reaction the particles rearrange into new substances, and nothing is lost.
Structures & Processes in Organisms (LS1). Living things are made of cells that work together in systems to stay alive. Organisms grow, reproduce and respond to their surroundings.
Ecosystems: Interactions, Energy & Dynamics (LS2). Living things depend on each other and on their environment for food, space and energy. When one part of an ecosystem changes, other parts change too.
Earth & Human Activity (ESS3). People depend on natural resources that are limited and unevenly spread around the world. Studying hazards and human impact helps us prepare and protect the planet.
Ratios & Proportional Relationships. I can compare amounts with ratios and rates. I use that reasoning to solve problems about scale, speed, prices and percents.
The Number System. I can work with fractions, decimals, negative numbers and large numbers. I compute accurately and know what the answer means.
Expressions & Equations. I can write and simplify expressions with variables. I can solve equations and inequalities and use them to describe real situations.
Geometry. I can find area, surface area and volume of shapes. I use geometry to solve real problems.
Statistics & Probability. I can collect data and describe its center, spread and shape. I can reason about chance and what a sample tells us.
Civics, Government & Human Rights. Governments and laws shape how communities run and protect people's rights. Democracy depends on informed people taking part and talking respectfully.
Geography, People & Environment. Where people live and how they live depends on geography, climate and resources. Migration, trade and cities change both people and the environment.
Economics, Innovation & Technology. Every economic choice weighs costs, benefits and tradeoffs. New inventions and technology change how people work, travel and communicate.
Movement & Performance Science. Skills like balance, coordination and control improve with practice. Science about force and body position explains performance and helps prevent injury.
Networks & the Internet. Data travels between devices on networks using shared rules. Security measures like passwords and encryption protect information.
Artificial Intelligence. AI systems are built by people and learn from data to do specific jobs. They find patterns, but they have limits and can make mistakes.
Apply Knowledge of Health Concepts. Health includes your body, mind, feelings and relationships. Daily choices shape your well-being, and illnesses have different causes.
Investigate5 competencies
I ask questions, gather information, use sources, and explore problems so I can build new understanding.
Develop Questions. I can ask a focused question about something I notice or wonder about. I can explain why it matters to me.
Investigate Through Inquiry. I can choose a good way to explore my question, like a search, an experiment or an interview. I make a plan for gathering and recording what I find.
Conduct Research. I can research a question using several sources. I adjust my search when I learn something new.
Use Sources Critically. I can gather information from print and digital sources and judge how trustworthy each one is. I quote or paraphrase fairly and give credit.
Conduct Scientific Investigations. I can plan an investigation with clear variables, tools and steps. I collect careful data and repeat trials to make it reliable.
Analyze & Reason13 competencies
I study information closely, identify patterns and relationships, use evidence and logic, and draw meaningful conclusions.
Read Critically (Literary). I can find evidence in stories, poems and plays to support what I think they mean. I can explain themes, characters and how the story is built.
Read Critically (Informational). I can find evidence in articles and nonfiction to support my ideas. I can explain the main ideas and how the author organizes them.
Reason Quantitatively & Model. I can turn a real problem into math using tables, graphs, equations or diagrams. I check whether my answer makes sense.
Analyze and Interpret Scientific Data. I can organize data in graphs, tables and charts so patterns show. I can explain what the patterns mean and why.
Interpret Statistical Data. I can describe the patterns in a set of data. I can explain what I think they mean and why.
Analyze Events & Change Over Time. I can describe when and where historical events happened and what was going on around them. I can explain causes and effects, including ones nobody planned.
Analyze People & Perspectives. I can figure out who made a historical source, why, and for whom. I can compare different points of view on the same event.
Use Scientific Models to Explain Phenomena. I can build and use models to explain how something works and predict what will happen. I can say what a model shows and what it leaves out.
Explain & Argue Scientifically. I can make a scientific claim and back it with evidence. I can explain how the evidence supports my reasoning.
Interpret Language & Culture. I can notice how the language I am learning works and compare it with my own. I can tell formal from informal ways of speaking.
Impacts of Computing & Technology. I can weigh the good and bad effects of technology on people's lives and jobs. I can spot bias and accessibility problems in how things are designed.
Art Analysis. I can explain what an artwork means by looking at its subject, form and context. I can judge art using clear criteria.
Computer Science Data & Analysis. I can represent data in different ways and collect it with computer tools. I can clean up data and improve a model with it.
Communicate7 competencies
I express ideas clearly and purposefully for real audiences.
Develop & Express Ideas. I can choose the main idea I want to share and the details that support it. I put them in an order that makes sense.
Write Purposefully. I can write to argue, inform or explain with clear organization and evidence. I choose precise words for my purpose.
Use Language Effectively. I can use grammar, punctuation and spelling correctly when I speak and write. I choose vocabulary and sentence patterns that make my meaning clear.
Present for an Audience. I can present a clear central idea and help my audience follow it. I use details, examples and media that fit my purpose.
Construct Evidence-Based Arguments. I can state a claim and give logical reasons for it. I support each reason with evidence from credible sources and address other views.
Communicate Disciplinary Explanations. I can explain an idea using the right words for the subject. I include facts, observations or details to back it up.
Communicate in Languages Other Than English. I can share about familiar topics in the language I am learning. I can understand familiar words and phrases when I hear or read them.
Create & Design4 competencies
I generate, build, test, revise, and improve original work, models, solutions, and products.
Design Solutions. I can find a design problem by asking questions and thinking about who it affects. I brainstorm, test and improve ideas using feedback.
Produce Creatively. I can make something new and personally meaningful. I build on ideas, my own and others', to create original work.
Algorithms & Programming. I can break a big problem into steps a computer can follow. I write programs and keep improving them until they work well.
Artistic Expression. I can set creative goals and plan how to reach them. I make art connected to my experiences, interests or community and refine it.
Direct My SuccessKindler8 competencies
I set goals, make plans, manage my responsibilities, monitor my progress, and adjust my choices so I can succeed in school and beyond.
Set Goals. I can set a goal that is specific and reachable. I make a plan with steps to get there.
Plan & Prioritize. I can break a task into steps and decide what to do first. I know what materials and help I need to start.
Prepare & Organize. I bring what I need to class and keep my papers and files in order. I get myself ready to work when it is time.
Manage Time. I keep track of my tasks and when they are due. I plan ahead so I am not rushing at the last minute.
Take Initiative & Focus. I start work without being told and stay on it. I notice distractions and find ways to get back on track.
Monitor Progress & Reflect. I check how my work is going and whether my plan is working. I change my approach when it is not.
Take Responsibility & Follow-Through. I do what I say I will do. When I slip, I own it and make it right.
Healthy Decision-Making & Wellness. I think about my options and what might happen before I choose. I set health goals and work toward them.
Sustain Wellness & GrowthKindler6 competencies
I build self-awareness, resilience, healthy practices, and the ability to grow through challenge and feedback.
Understand Identity & Self. I know what makes me who I am, like my interests, background and values. I can talk about my feelings with someone I trust.
Self-Advocate & Seek Support. I ask for what I need and ask for help when I am stuck. I choose people who help me feel good about myself.
Practice Wellness. I make time for the activities and people that bring me joy. I notice what I am thankful for and have hopes for my future.
Persevere. I keep going when work is hard or I feel discouraged. I use strategies like positive self-talk and feedback to improve.
Take Healthy Risks. I try new things even when they feel uncertain. I pick risks that help me grow and can be handled safely.
Take Feedback. I listen to feedback about my work without getting defensive. I use it to make my next try better.
Build Community & LeadKindler9 competencies
I build relationships, work through conflict, collaborate with others, lead teams, and take action to strengthen my community.
Build Relationships & Networks. I build good relationships with people who share my interests and people who are different from me. I ask for help and show thanks for it.
Develop Empathy & Perspective. I try to understand what other people think and feel, especially when their lives are different from mine. I think about how my words and actions affect them.
Develop Humility & Learn from Others. I listen when others share ideas, even ones I disagree with. I admit when I need help and take feedback respectfully.
Collaborate. I do my part on a team and stay engaged. I listen to others and work toward our shared goal.
Navigate Conflict. I can calm myself down when I am upset and name what I feel. I listen to the other side and work toward a fair fix.
Lead Teams. I help my team agree on a goal and the steps to reach it. I check in on teammates and help solve problems as they come up.
Build Community. I include others and treat everyone fairly. I spot ways to make my community better and take action.
Engage Across Cultures & Communities. I learn about the practices and products of other cultures and what they mean to the people who share them. I connect across cultures with respect.
Engage in Health Advocacy. I communicate in healthy ways: I listen, ask for help, say no when I need to, and solve conflicts without violence. I speak up for healthy choices.
Kindler outcomes and how Spark assesses them
Direct My Success, Sustain Wellness & Growth, Build Community & Lead are the three outcomes about how you work, grow and treat people. Teachers score them on tasks in Spark and in classes, like every other competency. Beside those scores sit Embers tagged to a competency, your own weekly goals and reflections, and the work you choose for conferences and your portfolio. None of these are averaged together.
Promotion status
On Track to Promotion: Partially Proficient or above in all eight outcomes. Approaching: in 6 or 7. Off Track: fewer. Until 6 outcomes have a score it says Not enough evidence yet.
Embers, Smolders, Referrals and % positive
Embers (+7) are logged when a teacher sees you practice a Spark competency; the entry names it. Smolders (-3) follow a redirect that did not work. Referrals (-6) are a dean response with a same-day family call.
% positive is Embers divided by all your entries. The goal is 80%.
The weekly score starts at 80 every Monday and moves with each entry: Scorching at 180, Blazing at 140, Hot at 100, Warm at 70, Smolder at 60, FOAM at below 60.
Attendance below 90% is the chronic-absence line. Tardies and half days count as present; absences do not.
The weekly goals
Every Monday in Spark: an academic goal, a culture goal and a Kindler goal, each in three sentences: This week I will … The actions I will take to accomplish this are … I will know I've accomplished this if … Each goal points at a number on the dashboard, so Friday's check is clear.
Every Friday: for each goal, did you meet it (yes, partly, not yet), what helped, and what you will change. Goals and reflections stay in the log, where families can read them too.