Example Frame

PERSONAL & SOCIAL DEVELOPMENT

Standard A:

Students will acquire the knowledge, attitudes,= and interpersonal skills to help them understand themselves and others.

Students will:

K-3

4-6

7-8

9-12

INTRAPERSONAL

Utilize problem sol= ving & decision making skills.

&nbs= p;

-Construc= ted response ( problem-solving workshee= ts/forms with oral and written discussion)

-Performa= nce-based (observations, peer mediation, simulations)

Formative

Identify & deve= lop one’s own attitudes, values, beliefs, & behaviors in order to develop a healthy self concept.

-Construc= ted response (checklists, lists of

strengths, supporting opinions in writing)

-Performa= nce-based (observation/recognition program)

Formative/Summative

Identify and express emotions, appropriately, and apply effective coping skills with support.

&nbs= p;

-Construc= ted response/Extended response (source books/journals)

-Performa= nce-based (feelings thermometer, role play)

Formative/Summative

Identify and apply “I” statements with support to assertively express needs.

-Construc= ted response (written “I” statements)

-Performa= nce-based (observations)

Formative

Display flexibility throughout times of transition.

-Construc= ted response (written “I” statements)

-Performa= nce based (observations)

Formative

Select and apply “good choices” across a variety of settings.

&nbs= p;

-Construc= ted response (written “I” statements)

-Performa= nce-based (observations)

Formative

Identify and apply = the appropriate self-space and privacy needs in a variety of settings and advocate for self.

&nbs= p;

-Construc= ted response (written “I” statements)

-Performa= nce based (observations)

Formative

INTERPERSONAL

Identify effective = problem solving and conflict resolution skills to work effectively as a member of= a team.

&nbs= p;

Performan= ce-based (observations)

Formative

Apply the skills to= create and maintain friendships.

&nbs= p;

Performan= ce-based (observations)

Formative

&nbs= p;

Identify definition= of empathy and how to relate to others’ feelings.

&nbs= p;

-Construc= ted response

-Extended= response

(Journali= ng, Sourcebooks)

Formative

Understand and disp= lay respect for others and property.

&nbs= p;

Performan= ce-based (observations)

Formative

Identify the needs = of others.

-Performa= nce-based (observations)

Formative

Identify socially acceptable body language and voice (tone, volume, rate).

&nbs= p;

Performan= ce-based (observations)

Formative

Recognize individual differences and cultural diversity.

&nbs= p;

Construct= ed response (Think-alouds)

Summative

INTRAPERSONAL

Utilize, with incre= asing independence, problem solving and decision making skills.

&nbs= p;

-Construc= ted response (problem-solving, worksheets/forms with oral and written discussion)=

-Performa= nce-based (observations, peer mediation, simulations)

Formative

Develop and refine = one’s own attitudes, values, beliefs, & behaviors in order to develop a hea= lthy self concept.

&nbs= p;

-Construc= ted response (checklists, lists of strengths, supporting opinions in writing)=

-Performa= nce-based (observation/recognition program)

Formative/Summative

Identify and express emotions appropriately, and use effective coping skills with growing independence.

-Constructed response/Extended response (source books/journals)=

-Performa= nce-based (feelings thermometer, role play)

Formative/Summative

Identify and apply “I” statements to assertively express needs.

-Construc= ted response (written “I” statements)

-Performa= nce-based (observations)

Formative

Display, with incre= asing independence, flexibility throughout times of transition.

-Construc= ted response (written “I” statements)

-Performa= nce-based (observations)

Formative

Compare and contrast socially acceptable and unacceptable behavior across a variety of settings and implement those appropriate choices.

&nbs= p;

-Construc= ted response (written “I” statements)

-Performa= nce-based (observations)

Formative

Apply and model the appropriate self-space and privacy needs in a variety of settings and advocate for self.

&nbs= p;

-Construc= ted response (written “I” statements)

-Performa= nce based (observations)

Formative

INTERPERSONAL

Apply, with adult s= upport, effective problem solving and conflict resolution skills to work effectiv= ely as a member of a team.

&nbs= p;

Performan= ce-based (observations)

Formative

Adjust to changing friendship circles.

&nbs= p;

Performan= ce-based (observations)

Formative

Express empathy for= others.

&nbs= p;

-Construc= ted response

-Extended= response

(Journali= ng, Sourcebooks)

-Performa= nce-based (observations)

Formative

Understand and disp= lay respect for others and property.

&nbs= p;

Performan= ce-based (observations)

Formative

Identify and approp= riately respond to the needs of others.

-Performa= nce-based (observations)

Formative

Interpret and apply socially acceptable body language and voice (tone, volume, rate).

&nbs= p;

Performan= ce-based (observations)

Formative

Display understandi= ng for individual differences and cultural diversity.

&nbs= p;

Construct= ed response (Think-alouds)

Summative

INTRAPERSONAL

Apply effective communication skills in problem-solving, conflict resolution, teamwork, a= nd compromise.

&nbs= p;

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce-based (observation [group counseling experiences, role play])=

Formative/Summative

Demonstrate a healt= hy self concept to influence desired behaviors and evaluate the impact on your li= fe and world around you.<= /p>

&nbs= p;

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce-based (observations [group counseling experiences and role play])

Formative/Summative

Express emotion and feelings appropriately and apply positive, healthy coping skills.

&nbs= p;

-Construc= ted response (written and oral responses, interview)

-Performa= nce-based (observation [group counseling experiences, role play])=

Formative

Identify personal strengths, assets and areas of growth and advocate for self accordingly.<= o:p>

&nbs= p;

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce-based (observation [group counseling experiences, role play])=

Formative/Summative

Demonstrate relevant strategies when encountering change.

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce based (observation [group counseling experiences, role play])=

Formative/Summative

Demonstrate and app= ly understanding of the difference between appropriate and inappropriate behavior.

Evaluate this behav= ior and make an action plan if necessary with increased independence. <= /o:p>

&nbs= p;

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce-based (observation [group counseling experiences , role play])

Formative/Summative

Respect personal ri= ghts, boundaries, and privacy needs of self in more complex settings.

&nbs= p;

-Construc= ted response (written and oral responses, interview, unit tests)

-Performa= nce based (observation [group counseling experiences, role play])=

Formative/Summative

INTERPERSONAL

Independently apply effective problem solving and conflict resolution skills to work effectiv= ely as a member of a team.

&nbs= p;

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation, extracurricular, Service Learning)

-Extended= response (journals)

Formative/ Summative

Develop and maintain positive peer relationships.

Construct= ed response (written reflection on PEACE Day)

-Performa= nce-based (observation, extracurricular, Service Learning)

-Extended= response (journals)

Formative/Summative

Express empathy for= others consistently.

&nbs= p;

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation,extracurricular, Service Learning)

-Extended= response (journals)

Formative/Summative

Respect personal ri= ghts, boundaries, and privacy needs of others in complex situations.

&nbs= p;

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation,extracurricular, Service Learning)

-Extended= response (journals)

Formative/Summative

Anticipate when oth= ers may be in need and respond appropriately.

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation, extracurricular, Service Learning)

-Extended Response (journals)

Formative/Summative

Interpret and apply socially acceptable body language and voice (tone, volume, rate).

&nbs= p;

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation,extracurricular, Service Learning)

-Extended Response (journals)

Formative/Summative

Display acceptance = and respect for individual differences and cultural diversity.

&nbs= p;

-Construc= ted response (written reflection on PEACE Day)

-Performa= nce-based (observation,extracurricular, Service Learning)

-Extended Response (journals)

Formative/Summative

INTRAPERSONAL

Apply effective communication skills in problem-solving, conflict resolution, teamwork, a= nd compromise.

&nbs= p;

-Construc= ted response (oral discussion)

-Performa= nce-based (rubric with observation)

Formative

Demonstrate a healt= hy self concept to influence desired behaviors and evaluate the impact on your li= fe and world around you. =

-Construc= ted response (oral discussion)

-Performa= nce-based (rubric with observation)

Formative

Consistently apply = positive and healthy coping skills in increasingly complex situations.<= /span>

&nbs= p;

-Construc= ted response (oral discussion)

-Performa= nce-based (observation, discipline re= cord with oral and written discussion)

Formative

Identify personal strengths, assets and areas of growth and advocate for self accordingly.<= o:p>

&nbs= p;

-Construc= ted response (oral discussion)

-Performa= nce-based (self assessment [interest inventory] )

-Extended response (career portfolio, student writing) (10th grade group – TBD)

Formative/Summative

Demonstrate relevant strategies when encountering change.

Performan= ce-based (observation, 5 week report, report card comments)

Formative

Demonstrate and app= ly understanding of the difference between appropriate and inappropriate behavior.

Evaluate this behav= ior and make an action plan if necessary with increased independence in more comp= lex situations.

&nbs= p;

-Construc= ted response (oral discussion)

-Performa= nce-based (simulation)

Formative

Respect personal ri= ghts, boundaries, and privacy needs of self in more complex settings with growi= ng independence.

&nbs= p;

-Performa= nce-based (observation)<= /p>

Construct= ed response (oral discussion)

Formative

INTERPERSONAL

Independently apply effective problem solving and conflict resolution skills to work effectiv= ely as a member of a team.

&nbs= p;

-Performa= nce-based (rubric, observation, peer assessment)

-Extended= response (group project)

Formative

Develop and maintain positive peer relationships.

&nbs= p;

-Construc= ted response

(oral dis= cussion

-Performance-based (observation, self-reflection, simulation)

-Extended response (reports, projects)

Formative

Express empathy for= others consistently.

&nbs= p;

-Construc= ted response

(oral dis= cussion)

-Performa= nce-based (observation, self-reflection, simulation)

-Extended response (reports, projects)

Formative

Respect personal ri= ghts, boundaries, and privacy needs of others with growing independence.

-Construc= ted response

(oral dis= cussion ) Performance-based (observation, self-reflection, simulation)=

-Extended response (reports, projects)

Formative

Advocate for others= in need.

-Construc= ted response

(oral dis= cussion)

-Performa= nce-based (observation, self-reflection, simulation)

-Extended response (reports, projects)

Formative

Interpret and apply socially acceptable body language and voice (tone, volume, rate).

&nbs= p;

-Construc= ted response

(oral dis= cussion)

-Performa= nce-based (observation, self-reflection, simulation)

-Extended response (reports, projects)

Formative

Display acceptance = and respect for individual differences and cultural diversity.

&nbs= p;

-Construc= ted Response

(oral dis= cussion ) Performance-based (observation, self-reflection, simulation)=

-Extended response (reports, projects)

Formative

PERSONAL & SOCIAL DEVELOPMENT

Standard B:

Students will make decisions, set goals, and ta= ke necessary action to achieve goals.

Students will:

K-3

4-6

7-8

9-12

GOALS/PLANNING

&nb= sp;

Set short term = and long term goals, and reflect on progress.

&nb= sp;

-Cons= tructed response (goal-setting worksheets with oral discussion)=

Formative

&nb= sp;

Evaluate and mo= nitor progress toward individual goals with adult support.

-Perf= ormance-based (self assessment, oral discussion, checklist, observations)

Formative/Summative

&nb= sp;

Predict and exp= lain consequences of various decisions and actions.

-Perf= ormance-based (self assessment, oral discussion, checklist. observations)

Formative/Summative

&nb= sp;

PERSONAL GROWTH

&nb= sp;

Identify the characteristics of a positive role model.

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

&nb= sp;

Identify and ap= ply strategies to enhance personal growth.

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

&nb= sp;

Model persevera= nce skills in working toward goals and overcoming obstacles.

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

GOALS/PLANNING

Set short term = and long term goals, and reflect on progress.

-Perf= ormance-based (observations)

Formative

Independently evaluate and monitor progress toward goals.

-Perf= ormance-based (observations)

Formative

Reflect on the = cause and effect of one’s actions, and set a goal for improvement.

-Perf= ormance-based (observations)

Formative

PERSONAL GROWTH

Identify and associate with positive role models and peer groups.

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

Apply strategie= s to enhance personal growth and reflect on the impact.

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

Model resiliency skills. <= /p>

-Cons= tructed response (list, web)

-Perf= ormance-based (observation)

Formative

GOALS/PLANNING

Produce short t= erm and long term goals and develop an action plan to set and achieve realist= ic goals.

-Cons= tructed response

-Perf= ormance-based (4 year plan with self reflection, report card comments, behavior plans, IEPs, 504 plans with observation)

-Exte= nded response-(long term projects in academic subjects with checklists)

Formative/Summative

Independently evaluate the effectiveness of a plan and adjust accordingly.

-Cons= tructed response

-Perf= ormance-based (4 year plan w= ith self reflection, report card comments, behavior plans, IEPs, 504 plans wi= th observation)

-Exte= nded response-(long term projects in academic subjects with checklists)

Formative/Summative

Evaluate conseq= uences of decisions and choices, and set a goal for improvement.

-Cons= tructed response

-Perf= ormance-based (4 year plan with self reflection, report card comments, behavior plans)

-Exte= nded Response-(long term projects in academic subjects with checklists)

Formative/Summative

PERSONAL GROWTH

Associate with mentors, positive role models and peer groups.

-Cons= tructed response (interviews, journal entries)

-Perf= ormance-based (participation in Peer Mediation, Natural Helpers, extracurricular activities, discipline referrals with oral discussion and written respons= e, report card comments)

-Exte= nded Response-(journals)

Formative/Summative

Utilize self-reflection strategies to enhance personal growth.<= /p>

-Cons= tructed response (interviews, journal entries)

-Perf= ormance-based (participation in Peer Mediation, Natural Helpers, extracurricular activities, discipline referrals with oral discussion and written respons= e, report card comments)

Formative

Utilize persist= ence and perseverance in overcoming obstacles and achieving success.

-Cons= tructed response (interviews, journal entries)

-Perf= ormance-based (participation in Peer Mediation, Natural Helpers, extracurricular activities, discipline referrals with oral discussion and written respons= e, report card comments)

-Exte= nded Response-(journals)

Formative/Summative

GOALS/PLANNING

Produce short t= erm and long term goals and implement an action plan to set and achieve reali= stic goals.=

&nb= sp;

-Perf= ormance-based (self assessment, oral discussion, checklists, observations, [post-high school transition planning]

Formative/Summative

Independently evaluate the effectiveness of a plan and adjust accordingly.

-Perf= ormance-based (self assessment, oral discussion, checklist, observations) [post-high school transition planning]

Formative/Summative

Evaluate conseq= uences of decisions and choices, and set a goal for improvement.

Perfo= rmance-based (self assessment, oral discussion, checklist, observations)[post-high school transition plannin= g]

Formative/Summative

PERSONAL GROWTH

Surround self w= ith mentors, positive role models and peer groups.

-Cons= tructed response (oral discussion)

-Perf= ormance-based (problem-solving rubric with oral discussion)

Formative

Utilize self-reflection strategies to further enhance personal growth.=

-Cons= tructed Response (oral discussion)

-Perf= ormance-based (problem-solving rubric with oral discussion)

Formative

Utilize persist= ence and perseverance in overcoming obstacles and achieving success.

-Cons= tructed response (oral discussion)

-Perf= ormance-based (problem-solving rubric with oral discussion)

Formative

PERSONAL & SOCIAL DEVELOPMENT

Standard C:

Students will understand safety and survival sk= ills.

Students will:

K-3

4-6

7-8

9-12

Recognize problemat= ic or dangerous situations and apply decision-making skills to keep themselves = and others safe.

-Construc= ted response (surveys, worksheets, think-aloud)

Performan= ce-based (observations)

Formative

Identify and unders= tand healthy and unhealthy choices.

Construct= ed response (surveys, worksheets, think-aloud)

Performan= ce-based (observations)

Formative

Recognize the diffe= rence between a comfortable and uncomfortable touch, and advocate when necessar= y.

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

&nbs= p;

Identify and explai= n the difference between situations requiring peer support and situations requi= ring adult intervention.

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

Identify trusted ad= ults and utilize when needed.

&nbs= p;

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

Apply appropriate techniques to manage stress.

&nbs= p;

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

State personal info= rmation & practice safe disclosure (i.e. telephone number, home address, & emergency contact).

&nbs= p;

-Construc= ted response (short answer worksheet)

-Performa= nce-based (observations, simulations)

Formative

&n= bsp;

Recogni= ze problematic or dangerous situations and apply decision-making skills to k= eep themselves and others safe.

&n= bsp;

-Construc= ted response (surveys, worksheets, think-aloud)

Performan= ce-based (observations)

Formative

&n= bsp;

Compare= and contrast healthy and unhealthy choices.

&n= bsp;

Construct= ed response (surveys, worksheets, think-aloud)

Performan= ce-based (observations)

Formative

&n= bsp;

Recogni= ze the difference between a comfortable and uncomfortable touch, and use assertiveness and refusal skills = to advocate when necessary.

&n= bsp;

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

&n= bsp;

Differe= ntiate between situations requiring peer support and situations requiring adult intervention.

&n= bsp;

Construct= ed response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

&n= bsp;

Identif= y school and community resources, and know how to access them when needed.

&nbs= p;

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

&n= bsp;

Select and apply a = range of appropriate techniques to manage stress.=

&n= bsp;

&nbs= p;

-Construc= ted response (surveys, worksheets, think-aloud)

-Performa= nce-based (observations)

Formative

&n= bsp;

Apply s= afe use of media & technology (i.e. internet) and understand the ramifications of unsafe use.

-Construc= ted response (short answer oral discussion, written response)

-Performa= nce-based(observation)

Formative

&n= bsp;

Follow safety rules= and laws and demonstrate an understanding of the ramifications for noncomplia= nce.

-Construc= ted Response-(short answer written response, discussion)

-Extended response (projects, reports in health class)

**Oth= er assessments TBD

Formative/Summative

Analyze problematic= or dangerous situations and apply decision-making skills to stay safe.

-Construc= ted Response-(short answer written response, discussion)

-Extended response-(projects, reports in health class)

**Oth= er assessments TBD

Formative/Summative

Analyze and evaluat= e the consequences of sexual activity.

-Construc= ted response-(short answer written response, discussion)

-Extended response (projects, reports in health class)

Formative/Summative

Differentiate betwe= en appropriate and inappropriate physical contact and assert refusal skills = when feeling uncomfortable or threatened.

= ;

-Construct= ed response (short answer written response to disciplinary action)

-Performa= nce-based (referrals, observations, unit tests, skits in health class, frequency log of nurse/counselor)

-Extended = response (projects, reports in health class)

Formative/Summative

Seek adult/peer intervention when appropriate.

&nbs= p;

= ;

-Construct= ed response (short answer written response to disciplinary action)

-Performa= nce-based (referrals, observations, unit tests, skits in health class, frequency log of nurse/counselor)

-Extended = response (projects, reports in health class)

Formative

Identify and locate resources within the school and community, and seek help if needed.<= /o:p>

-Construct= ed response (short answer written response to disciplinary action)

-Performa= nce-based (referrals, observations, unit tests, skits in health class, frequency log of nurse/counselor)

-Extended = response (projects, reports in health class)

Formative/Summative

Describe the mind/b= ody connection to stress and select appropriate techniques for managing stres= s.

&n= bsp;

-Construct= ed response (short answer written response to disciplinary action)

-Performa= nce-based (referrals, observations, unit tests, skits in health class, frequency log of nurse/counselor)

-Extended = response (projects, reports in health class)

Formative/Summative

&n= bsp;

Apply sa= fe use of media & technology (i.e. internet) & understand ramifications of = unsafe use.

= ;

-Construct= ed response (short answer written response to disciplinary action)

-Performa= nce-based (referrals, observations, unit tests, skits in health class, frequency log of nurse/counselor)

-Extended = response (projects, reports in health class)

Formative/Summative

Follow safety rules= and laws, and demonstrate an understanding the ramifications for noncomplianc= e in more complex situations.

-Construc= ted Response (oral discussion)

-Performa= nce-based (rubric, discipline record with student writing

Formative/Summative

Analyze problematic= or dangerous situations and apply decision-making skills to stay safe.<= /o:p>

&nbs= p;

-Construc= ted Response (oral discussion)

-Performa= nce-based (rubric, discipline record with = student writing)

Formative/ Summative

Analyze and evaluat= e the consequences of sexual activity.

-Construc= ted response (oral discussion)

-Performa= nce-based (role play )

Formative

Differentiate betwe= en appropriate and inappropriate physical contact and assert refusal skills = when feeling uncomfortable or threatened in more complex situations.

&nbs= p;

-Construc= ted response (discussion, self -reflection)

Formative <= o:p>

Seek adult/peer intervention when appropriate.

-Construc= ted response (oral discussion (Health))

-Performa= nce-based (observation) =

Formative

Identify and locate resources within the school and community, and seek help if needed.<= /o:p>

&nbs= p;

-Construc= ted response (oral discussion (Health))

-Performa= nce-based (observation)

Formative

Evaluate the impact= on the mind/body connection to stress and apply appropriate techniques for manag= ing stress.

&nbs= p;

-Construc= ted response oral discussion<= /span>

-Performa= nce-based simulation (PE, Health)

Formative

&n= bsp;

Apply s= afe use of media & technology (i.e. internet) and understand the ramifications of unsafe use.

&nbs= p;

-Construc= ted response (oral discussion, verbal reflection)

-Performa= nce-based (observation, discipline fo= lder)

Formative