K2 Indicators


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SEL-K2.RDM

RDM Logo RDM Responsible Decision-Making


Narrative

The ability to make constructive choices about the personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the wellbeing of oneself and others.

Indicators

  1. IP Identifying Problems Define a problem.
  2. AS Analyzing Situations Explain a problem solving process.
  3. SP Solving Problems Analyze potential consequences of choices.
  4. E&R Evaluating & Reflecting Explain the differences between safe and risky behaviors.
  5. ER Ethical Responsibility List age appropriate responsibilities at home and school.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define problem
  • list solutions to problems
  • define consequence
  • list unsafe behaviors
  • list safe behaviors
  • define responsibility
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how to solve a problem.
  • understand that choices have consequences.
  • understand the difference between safe and unsafe behavior.
  • name my responsibilities.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also learn from my choices.

Resources

Vocabulary

  • problem
  • solutions
  • consequence
  • responsibilities
  • safe behavior
  • unsafe behavior

Websites

  • Title of website with a URL to open in a new window

SEL-K2.ReS

ReS Logo ReS Relationship Skills


Narrative

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Indicators

  1. C Communication Demonstrate verbal etiquette to foster better communication (e.g. please, thank you, excuse me, etc.).
  2. SE Social Engagement Identify opportunities for social participation at home, school and in the community (e.g. family meal time, free play, extracurricular activities, diverse peer groups, etc.).
  3. RB Relationship Building Demonstrate appropriate strategies for receiving feedback from others for self-improvement and to promote group effectiveness.
  4. TW Teamwork Describe approaches for making and keeping friends.
  5. CR Conflict Resolution Identify conflict in various situations.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • communicate clearly
  • listen to others
  • cooperate with others
  • show appropriate manners
  • define conflict
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • communicate appropriately with others.
  • ask to play or join a group.
  • listen to suggestions from others.
  • make and keep friends.
  • recognize conflict.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also find solutions to conflict.

Resources

Vocabulary

  • manners
  • communication
  • conflict
  • appropriate
  • inappropriate
  • relationships

Websites

  • Title of website with a URL to open in a new window

SEL-K2.SeA

SeA Logo SeA Self-Awareness


Narrative

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a "growth mindset."

Indicators

  1. IE Identifying Emotions Recognize and accurately label emotions, and identify situations that cause those emotions
  2. RS Recognizing Strengths Differentiate between likes and dislikes.
  3. SCE Self-Confidences & Efficacy Accept failure and demonstrate the ability to recover from perceived failures.
  4. ASP Accurate Self-Perception Identify and seek help when appropriate.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • name emotions and feelings
  • name personal emotions and feelings descriptors
  • identify causes of emotions and feelings
  • name likes
  • name dislikes
  • recognize a mistake
  • recognize when help is needed
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • name my emotions.
  • name my likes and dislikes.
  • learn from my mistakes.
  • recognize when I need help.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also understand that my emotions and thoughts affect my behavior.

Resources

Vocabulary

  • emotions
  • feelings
  • likes
  • dislikes
  • mistakes
  • recognize
  • help

Websites

  • Title of website with a URL to open in a new window

SEL-K2.SeM

S-M Logo SeM Self-Management


Narrative

The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Indicators

  1. IC Impulse Control Demonstrate self-control in a variety of settings.
    (e.g. differentiate between needs and wants, follow school-wide behavior expectations)
  2. SM Stress Management Define stress.
  3. SD Self-Discipline Identify what it means to be responsible and list personal responsibilities.
  4. S-M Self-Management Utilize self-talk for the purpose of self-motivation.
  5. GS Goal Setting Identify goals for academic success and classroom behavior.
  6. OS Organizational Skills Utilize prescribed routines to understand physical and mental organizational strategies.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define self-control
  • define stress
  • define responsibility
  • use positive self-talk
  • name behavior goal(s)
  • name school work goal(s)
  • follow routines and procedures for organization
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • show self-control with my behavior.
  • name my responsibilities.
  • use strategies to calm down by myself especially with reminders from adults.
  • set a goal and work to improve at my goal.
  • follow school and classroom rules and expectations especially with reminders from adults.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also use self-management strategies outside of the school setting (e.g. at home and in the community).

Resources

Vocabulary

  • self-control
  • expectations
  • stress
  • responsibilities
  • positive self-talk
  • self-motivation
  • goals
  • routines/procedures
  • organization 

Websites

  • Title of website with a URL to open in a new window

SEL-K2.SoA

SoA Logo SoA Social Awareness


Narrative

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and support.

Indicators

  1. HS Help Seeking Identify a trusted adult for help when needed.
  2. EPT Empathy & Perspective Taking Identify the feelings and perspectives of others.
  3. AD Appreciating Diversity Recognize and acknowledge individual differences in others.
  4. RFO Respect for Others Describe positive qualities in others.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define trusted adults
  • name emotions and feelings
  • name emotions and feelings of others
  • list similarities and differences between
  • self and others
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • name trusted adults.
  • understand the feelings and perspectives of others.
  • accept others who are different than me.
  • say positive things about others.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also understand how the feelings and perspectives of others affect my feelings and behaviors.

Resources

Vocabulary

  • trusted adults
  • perspectives
  • similarities
  • differences

Websites

  • Title of website with a URL to open in a new window

RDM

SEL-K2.RDM

RDM Logo RDM Responsible Decision-Making


Narrative

The ability to make constructive choices about the personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the wellbeing of oneself and others.

Indicators

  1. IP Identifying Problems Define a problem.
  2. AS Analyzing Situations Explain a problem solving process.
  3. SP Solving Problems Analyze potential consequences of choices.
  4. E&R Evaluating & Reflecting Explain the differences between safe and risky behaviors.
  5. ER Ethical Responsibility List age appropriate responsibilities at home and school.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define problem
  • list solutions to problems
  • define consequence
  • list unsafe behaviors
  • list safe behaviors
  • define responsibility
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how to solve a problem.
  • understand that choices have consequences.
  • understand the difference between safe and unsafe behavior.
  • name my responsibilities.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also learn from my choices.

Resources

Vocabulary

  • problem
  • solutions
  • consequence
  • responsibilities
  • safe behavior
  • unsafe behavior

Websites

  • Title of website with a URL to open in a new window

SEL-K2.RDM.1ip

RDM logo
K2.RDMResponsible Decision-Making Indicator
IP Identifying Problems
SEL-K2.RDM.1ip Define a problem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.2as

RDM logo
K2.RDM Responsible Decision-Making Indicator
AS Analyzing Situations
SEL-K2.RDM.2as Analyze potential consequences of choices.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.3sp

RDM logo
K2.RDM Responsible Decision-Making Indicator
SP Solving Problems
SEL-K2.RDM.3sp Explain a problem solving process.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.4e&r

RDM logo
K2.RDM Responsible Decision-Making Indicator
E&R Evaluating & Reflecting
SEL-K2.RDM.4e&r Explain the differences between safe and risky behaviors.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors


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