sustained support for the development of appropriate social/emotional skills in the school context. This CCO and associated standards are also reflected in the Massachusetts Guidelines on Implementing Social and Emotional Learning Curricula. In addition, these standards are aligned with the professional responsibilities of school guidance counselors, as described by Specialized Instructional Support Personnel indicators I-A-1 and II-B-2. Content (Standard) Weight Students label pictured feelings. Mental Health Standard 5.1: By the end of 5, students Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intensive positive and negative feelings. (MA Comprehensive Health Curriculum Framework) 40% of the measure Students label the pictured feelings and perspective of others (empathy) and provide a plausible explanation. Mental Health Standard 5.1: By the end of grade 5, students Identify the various feelings that most people experience and describe the physical and emotional reactions of the body to intensive positive and negative feelings. (MA Comprehensive Health Curriculum Framework) 60% of the measure 100% Description of the DDM Development Process This DDM was developed during October 2014 – June 2015 under a DDM Leadership Grant awarded to the North River Collaborative by the Massachusetts Department of Elementary and Secondary Education (ESE). In partnership with the Learning Innovations Program at WestEd (Woburn, MA), the Collaborative convened 12 staff from the Collaborative’s member districts, including PK-12 school guidance counselors, adjustment counselors, school psychologists, and school social workers, as well as speech, language and hearing specialists. Participants worked in small teams to strengthen and apply their assessment literacy toward the development of four direct and indirect measures of student growth related to students’ social/emotional development. Participants grew their expertise over seven sessions by engaging in a guided DDM development process framed by a series of questions, including: What is most important to measure? How shall we measure what’s most important? How can we strengthen and refine our measure? How can we prepare our measure for broader use? What do we want to gain from the
Observation/Scoring Rubric for K – Grade 2 Student Name: __________________________________ Grade: _____________ Date: ______________________ Directions: Conduct the assessment in a one-to-one setting. Record the student’s responses in the provided, then circle the point value associated with the observed level of performance for each targeted skill. PROMPT: Tell me how this person feels. Targeted Skill Not Yet Student needs full Emerging Student needs substantial support Developing Student needs occasional support Strengthening Student has solid understanding and needs minimal or no support Mentoring Student needs no support and is able to support or coach peers with this skill Pictured Feeling Cards 0-1 cards Identified 2-3 Identified 4-5 cards Identified 6-7 cards Identified all 8 cards Correctly label 8 pictured facial expressions: happy, sad, surprised, scared, proud, silly, angry, disgusted. 0 not 10 20 30 40 Correct Response Student Response 1. 1. 2. sad 2. 3. surprised 3. Correct Response Student Response 5. proud 5. 6. 6. 7. angry 7. 8. disgusted 8.