Grades 6–8
Take the Strengths Check-In for Grades 6–8 →
[Bracketed text] is AI-drafted content and proposed edits for review, and dashed cards are proposed new skills. None of it is approved.
PLAN
3 skills
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Planning and prioritizing
Set a goal and make a road map with key, manageable steps to reach it[, and decide which steps come first]
What it looks like
- [Breaking a long-term project into steps: A student turns a three-week research project into smaller tasks, like choosing a topic, finding sources, and writing a draft, and gives each one a due date.]
- [Choosing what to do first: He looks at homework from several classes and starts with the assignment due tomorrow before the one due next week.]
What it doesn't look like
- [Starting a big project the night before: A student knows a project is due but has no plan for the steps, so the work piles up at the end.]
- [Doing the easiest task first every time: He finishes the short, familiar assignments and runs out of time for the harder one that counts more.]
Tools to help
- [A backward plan: Sit with your son and start from the due date of a big assignment. Work backward together to set two or three checkpoints on the calendar.]
- [A "top three" list: Before homework starts, ask your son to name the three most important tasks for the night and put them in order.]
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Organization
Identify materials and resources, and develop systems that keep track of work and tasks, organize information, and structure study and learning
What it looks like
- [Keeping a system for each class: A student uses a folder, binder section, or digital folder for each subject and files handouts in the right place the same day.]
- [Packing up the night before: He checks his schedule for tomorrow and puts the books, devices, and gear he needs into his bag before bed.]
What it doesn't look like
- [Losing finished work: A student completes his homework but cannot find it when the teacher collects it because it is loose in his backpack.]
- [Keeping files in one big pile: His notes, assignments, and old quizzes are mixed together, on paper or on his computer, so finding one item takes a long time.]
Tools to help
- [A weekly backpack clean-out: Pick one evening each week for your son to empty his bag, recycle what he no longer needs, and file the rest by class.]
- [A launch pad by the door: Choose one spot at home where your son leaves his bag, charger, and sports gear every night so mornings start smoothly.]
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Time management
Be aware of time - it passing, how much is needed, how to use it, what is urgent versus what can wait - to stay within time limits [Punctuation: set off "it passing ... what can wait" with parentheses or commas instead of spaced hyphens]
What it looks like
- [Estimating how long work will take: A student guesses that a math set will take 30 minutes, checks the clock when he finishes, and adjusts his guess next time.]
- [Fitting work around activities: He looks at a busy week with practice and family plans and finds the open blocks of time to get homework done.]
What it doesn't look like
- [Losing track of time: A student sits down to do a quick task and looks up an hour later with little done.]
- [Underestimating big tasks: He believes an essay will take 20 minutes, then feels rushed and stressed when it takes much longer.]
Tools to help
- [A family calendar: Keep one shared calendar, paper or digital, where your son adds tests, project due dates, and activities. Review it together on Sunday.]
- [A guess-and-check timer: Before your son starts a task, ask him to guess how long it will take. Set a timer and compare the guess to the real time.]
What Browning is doing
[Teachers in Grades 6-8 may help students use a planner or digital calendar and break long-term assignments into steps with checkpoints. TODO: verify with the division.]
Try this week
[Sit with your son on Sunday evening and look at his week together. Have him mark tests, due dates, and activities, and choose one night to start his biggest assignment.]
ENGAGE
3 skills
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Healthy habits
Monitor sleep, physical activity,[ nutrition,] stress management, and mindful technology use
What it looks like
- [Protecting sleep: A student charges his phone outside his bedroom and goes to bed at a steady time on school nights.]
- [Taking real breaks: He steps away from homework to stretch, get a snack, or go outside, then comes back ready to work.]
What it doesn't look like
- [Staying up on screens: A student scrolls or texts late into the night and is tired and short-tempered the next morning.]
- [Running on empty: He skips meals or physical activity during busy weeks and has a harder time focusing in class.]
Tools to help
- [A phone parking spot: Agree with your son on a place outside his room where all family phones charge overnight, including yours.]
- [A weekly check-in on the basics: Once a week, ask your son how he is sleeping, moving, and handling stress, and pick one small change to try.]
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Emotional control
Identify[, name,] and manage feelings to direct behavior, complete tasks, collaborate productively, and accomplish goals
What it looks like
- [Naming the feeling: A student who gets a disappointing grade says, "I'm frustrated," takes a few minutes to cool down, and then reads the teacher's comments.]
- [Staying steady in a group: He disagrees with a teammate on a group project and talks it through calmly instead of shutting down.]
What it doesn't look like
- [Big reactions to small setbacks: A student slams his laptop shut or storms off when one homework problem goes wrong.]
- [Avoiding hard feelings: He stops working on a subject that makes him anxious and says he does not care about it.]
Tools to help
- [A cool-down plan: Help your son list two or three things that calm him, like a walk, music, or deep breaths, and agree he can use them before talking things through.]
- [A feelings scale: Ask your son to rate his stress from 1 to 5. Use the number to decide together whether he needs a break or can keep going.]
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Task initiation
Get started on tasks independently and without unnecessary delay[, even when a task feels hard or boring]
What it looks like
- [Starting on his own: A student sits down at his usual homework time and begins without being reminded.]
- [Taking the first small step: When an assignment feels big, he starts by writing just the heading or the first sentence to get moving.]
What it doesn't look like
- [Getting ready to get ready: A student sharpens pencils, checks his phone, and grabs a snack, but the actual work has not started.]
- [Waiting for the perfect moment: He says he will start after one more game or show, and the start time keeps sliding later.]
Tools to help
- [A five-minute start: Ask your son to work on a task for just five minutes. Once he starts, he often keeps going on his own.]
- [A set start time: Agree with your son on a regular time to begin homework each day, and keep it the same as much as you can.]
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Proposed new skill
[Collaboration]
[Work with others, share ideas, listen, and contribute to a group]
The ENGAGE summary says students show up "ready to learn and collaborate," but no skill names collaboration.
What Browning is doing
[Middle School teachers and advisors may talk with students about sleep, stress, and screen use, and help them notice and name their feelings. TODO: verify with the division.]
Try this week
[Choose a phone parking spot outside the bedrooms this week. Have every family member charge their phone there overnight.]
PERSIST
4 skills
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Working memory
[Hold information in mind and use it. ]Help your brain work efficiently by taking notes, breaking tasks and material into chunks, and connecting new concepts to things already known
What it looks like
- [Writing it down right away: A student records homework and test dates in his planner before he leaves each class.]
- [Connecting new to known: He links a new science idea to something he learned last year, which helps him remember it.]
What it doesn't look like
- [Forgetting multi-step directions: A student starts an assignment but misses the second or third part of the instructions.]
- [Leaving things behind: He remembers he has a test tomorrow but forgets to bring home the notes he needs to study.]
Tools to help
- [A planner check: Each afternoon, ask your son to show you his planner or assignment list instead of asking, "Do you have homework?"]
- [Chunking with a checklist: Help your son turn long directions into a short numbered checklist he can cross off as he goes.]
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Goal-directed persistence
Work toward a goal without giving up or getting distracted[, and keep going after setbacks]
What it looks like
- [Sticking with a long project: A student keeps working on a multi-week assignment step by step, even after the first excitement wears off.]
- [Working toward a personal goal: He sets a goal, like raising his quiz scores or learning a new skill, and practices a little each week.]
What it doesn't look like
- [Dropping goals quickly: A student sets a goal with energy on Monday but stops working toward it by Thursday.]
- [Quitting when it gets hard: He gives up on a difficult problem or piece of music after the first try and moves on to something easier.]
Tools to help
- [A visible goal tracker: Help your son write one goal and track small steps toward it on a chart or note he sees each day.]
- [Noticing effort out loud: When your son keeps going on something hard, name what you saw, such as, "You stuck with that even when it was frustrating."]
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Sustained attention
Maintain focus and attention on the task despite distraction, boredom, or tiredness[, including digital distractions]
What it looks like
- [Working in focused blocks: A student works for 25 minutes on one subject with his phone out of reach, then takes a short break.]
- [Following a full lesson: He stays with a class discussion or lecture and takes notes from start to finish.]
What it doesn't look like
- [Switching between screens: A student keeps group chats and videos open while writing, so a short assignment takes much longer.]
- [Drifting during long tasks: He starts reading a chapter but loses his place several times and has to start over.]
Tools to help
- [A distraction-free zone: Set up a homework spot with your son that is quiet and has only the tools he needs. Keep the phone in another room.]
- [Work and break cycles: Suggest your son try 20 to 25 minutes of focused work followed by a five-minute break, using a timer to keep track.]
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Asking for help
Determine when you need assistance, support, or guidance and seek it out[ from the right person]
What it looks like
- [Going to the teacher: A student who is confused about an assignment emails his teacher or stops by after class to ask a clear question.]
- [Knowing when to ask: He tries a problem on his own first, then asks for help once he knows exactly where he is stuck.]
What it doesn't look like
- [Keeping quiet when stuck: A student does not understand the material but says nothing until a test or report card shows it.]
- [Asking only friends: He relies on group chats for answers instead of going to the teacher who can explain it.]
Tools to help
- [Practice the ask: Help your son write or rehearse a short message to a teacher, like, "I understood the first part, but I'm stuck on step three."]
- [A help map: Make a list with your son of who he can go to for help in each class or area, including teachers, advisors, and family.]
What Browning is doing
[Teachers may model note-taking and chunking strategies and encourage students to reach out to teachers and advisors when they need help. TODO: verify with the division.]
Try this week
[Help your son set up a homework spot with his phone in another room. Ask him to try two 25-minute focus blocks with a short break between them.]
ADAPT
2 skills
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Flexibility
Identify and thoughtfully adjust to change or challenges by trying new strategies or seeking other perspectives
What it looks like
- [Adjusting when plans change: A student whose practice gets canceled uses the free time to get ahead on homework instead of staying upset.]
- [Trying a new approach: When one study method is not working, he tries another, like flashcards instead of rereading notes.]
What it doesn't look like
- [Getting stuck on the original plan: A student becomes frustrated and stops working when a teacher changes a due date or assignment.]
- [Sticking with one way: He keeps using the same strategy on a problem even after it fails several times.]
Tools to help
- [A Plan B habit: When your son makes a plan, ask him, "What will you do if this doesn't work?" Help him name one backup option.]
- [Name the frustration, then the fix: When plans change, let your son say how he feels first. Then ask him what one thing he can do next.]
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Response inhibition
Stop and think before acting[ or speaking]
What it looks like
- [Pausing before posting: A student thinks about how a message might land before he sends it to a group chat.]
- [Waiting his turn: He holds his comment during a class discussion until the speaker finishes.]
What it doesn't look like
- [Reacting in the moment: A student fires back an angry text or comment and regrets it later.]
- [Rushing through work: He skims directions and starts answering right away, then misses what the question asked.]
Tools to help
- [A pause rule: Agree with your son that he waits a set amount of time, such as ten minutes, before replying to a message that upsets him.]
- [Read the directions twice: Encourage your son to read directions two times and underline key words before he starts a task.]
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Proposed new skill
[Stress tolerance]
[Stay calm and keep thinking when things are uncertain, hard, or not going as planned]
The ADAPT summary says students "manage emotions constructively," but neither ADAPT skill covers emotions. This would carry emotions into ADAPT as well as ENGAGE.
What Browning is doing
[Teachers may help students handle changes in plans and try new strategies, and they may practice ways to pause and calm down before reacting. TODO: verify with the division.]
Try this week
[Ask your son to make a Plan B for one thing this week, such as a practice that might be canceled. Talk about how he might feel and what he would do instead.]
REFLECT
2 skills
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Metacognition
[Think about your own thinking. ]Use self-monitoring and external feedback to reflect on progress in the moment and again after completion
What it looks like
- [Checking his work as he goes: A student rereads a paragraph, notices it does not answer the prompt, and revises it before moving on.]
- [Using feedback on the next task: He reads teacher comments on a returned essay and uses them to improve his next draft.]
What it doesn't look like
- [Skipping the feedback: A student looks only at the grade on returned work and puts it away without reading the comments.]
- [Not knowing what went wrong: After a tough test, he says it was "just hard" but cannot say which parts tripped him up.]
Tools to help
- [Three reflection questions: After a test or project, ask your son: What went well? What was hard? What will you do differently next time?]
- [A feedback review: When work comes back, sit with your son to read the comments and pick one thing to work on next.]
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Growth mindset
Understand that everyone has strengths and areas for growth, identify your own, and believe that ability is not fixed and can be developed[, and see mistakes as part of learning]
What it looks like
- [Seeing mistakes as information: A student reviews errors on a quiz and says, "Now I know what to study."]
- [Naming strengths and growth areas: He can say, "I'm strong in history, and I'm working on staying organized in math."]
What it doesn't look like
- [Fixed labels: A student says, "I'm just not a math person," and stops trying in that class.]
- [Avoiding challenge: He chooses the easiest option on an assignment so he does not risk looking like he is struggling.]
Tools to help
- [Add the word "yet": When your son says he can't do something, help him add "yet" and name one step he can take to improve.]
- [Share your own growth: Tell your son about something you are still learning and how you are working on it.]
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Proposed new skill
[Transfer]
[Use what you learned in one class or situation in a new one]
The REFLECT summary says students "transfer learning to new contexts," but no skill covers it.
What Browning is doing
[Teachers may ask students to review feedback, reflect on their work after tests and projects, and set goals for what to improve next. TODO: verify with the division.]
Try this week
[After your son gets back a test or project, ask him three questions: What went well? What was hard? What will you do differently next time?]