K2 Indicators
BPS District Social Emotional Learning Book
SEL-K2 "I can ... statements"
ALL
E |
---|
S |
---|
SEL-K2.RDMRDM Responsible Decision-MakingNarrative 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
Proficiency ScaleI 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).
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:
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SEL-K2.RDM.1ip
K2.RDMResponsible Decision-Making Indicator
IP Identifying Problems
SEL-K2.RDM.1ip Define a problem.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RDM.2as
K2.RDM Responsible Decision-Making Indicator
AS Analyzing Situations
SEL-K2.RDM.2as Analyze potential consequences of choices.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RDM.3sp
K2.RDM Responsible Decision-Making Indicator
SP Solving Problems
SEL-K2.RDM.3sp Explain a problem solving process.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RDM.4e&r
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
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RDM.5er
K2.RDM Responsible Decision-Making Indicator
ER Ethical Responsibility
SEL-K2.RDM.5er List age appropriate responsibilities at home and school.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.ReSReS Relationship SkillsNarrative 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
Proficiency ScaleI 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).
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:
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SEL-K2.RS.1c
K2.RS Relationship Skills Indicator
C Communication
SEL-K2.RS.1c Demonstrate verbal etiquette to foster better communication.(e.g. please, thank you, excuse me, etc.) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RS.2se
K2.RS Relationship Skills Indicator
SE Social Engagement
SEL-K2.RS.2se 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.) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RS.3rb
K2.RS Relationship Skills Indicator
RB Relationship Building
SEL-K2.RS.3rb Describe approaches for making and keeping friends.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RS.4tw
K2.RS Relationship Skills Indicator
TW Teamwork
SEL-K2.RS.4tw Demonstrate appropriate strategies for receiving feedback from others for self-improvement and to promote group effectiveness.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.RS.5cr
K2.RS Relationship Skills Indicator
CR Conflict Resolution
SEL-K2.RS.5cr Identify conflict in various situations.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeASeA Self-AwarenessNarrative 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
Proficiency ScaleI 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).
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:
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SEL-K2.SeA.1ie
K2.SeA Self-Awareness Indicator
IE Identifying Emotions
SEL-K2.S-A.1ie Recognize and accurately label emotions, and identify situations that cause those emotions.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeA.2rs
K2.SeA Self-Awareness Indicator
RS Recognizing Strengths
SEL-K2.S-A.2rs Differentiate between likes and dislikes.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeA.3sce
K2.SeA Self-Awareness Indicator
SCE Self-Confidence & Efficacy
SEL-K2.S-A.3sce Accept failure and demonstrate the ability to recover from perceived failures.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeA.4asp
K2.SeA Self-Awareness Indicator
ASP Accurate Self-Preception
SEL-K2.S-A.4asp Identify and seek help when appropriate.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeMSeM Self-ManagementNarrative 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
Proficiency ScaleI 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).
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:
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SEL-K2.SeM.1ic
K2.SeM Self-Management Indicator
IC Impluse Control
SEL-K2.S-M.1ic Demonstrate self-control in a variety of settings.(e.g.. differentiate between needs and wants, follows school-wide behavior expectations) Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeM.2sm
K2.SeM Self-Management Indicator
SM Stress Management
SEL-K2.S-M.2sm Define stress.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeM.3sd
K2.SeM Self-Management Indicator
SD Self-Discipline
SEL-K2.S-M.3sd Identify what it means to be responsible and list personal responsibilities.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeM.4s-m
K2.SeM Self-Management Indicator
S-M Self-Motivation
SEL-K2.S-M.4s-m Utilize self-talk for the purpose of self-motivation.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeM.5gs
K2.SeM Self-Management Indicator
GS Goal Setting
SEL-K2.S-M.5gs Identify goals for academic success and classroom behavior.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SeM.6os
K2.SeM Self-Management Indicator
OS Organizational Skills
SEL-K2.S-M.6os Utilize prescribed routines to understand physical and mental organizational strategies.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SoASoA Social AwarenessNarrative 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
Proficiency ScaleI 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).
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:
3 Proficient“The Standard.”... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
| |
SEL-K2.SoA.1hs
K2.SoA Social Awareness Indicator
HS Help Seeking
SEL-K2.SA.1hs Identify a trusted adult for help when needed.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SoA.2ept
K2.SoA Social Awareness Indicator
EPT Empathy & Perspective Taking
SEL-K2.SA.2ept Identify the feelings and perspectives of others.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SoA.3ad
K2.SoA Social Awareness Indicator
AD Appreciating Diversity
SEL-K2.SA.3ad Recognize and acknowledge individual differences in others.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |
SEL-K2.SoA.4rfo
K2.SoA Social Awareness Indicator
RFO Respect for Others
SEL-K2.SA.4rfo Describe positive qualities in others.Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student is able to...(1) Beginning
(2) Developing
(3) Proficient
(4) Advanced
| |