PERFORMANCE DESCRIPTORS

SOCIAL EMOTIONAL LEARNING

Grades 1-5
 Social Emotional Learning Performance Descriptors

1A Identify and manage one’s emotions and behavior.

Stage A Stage B Stage C
1. Identify emotions (e.g., 1. Describe how various 1. Identify a range of
happy, surprised, sad, situations make you feel. emotions you have
angry, proud, afraid) 2. Describe your physical experienced.
expressed in “feeling responses to strong 2. Describe situations that
faces” or photographs. emotions. trigger various
2. Name the emotions felt 3. Recognize that feelings emotions (e.g., listening
by characters in stories. change throughout the to music, talking to a
3. Identify ways to calm day. friend, taking a test,
yourself. 4. Demonstrate patience in being scolded).
4. Describe a time you felt a variety of situations. 3. Recognize mood
the same way a story 5. Demonstrate a range of changes and factors
character felt. emotions through facial that contribute to them.
5. Discuss classroom and expressions and body 4. Depict a range of
school rules. language. emotions (e.g., make a
6. Share feelings (e.g., 6. Practice self talk to calm poster, draw a picture,
through speaking, yourself. participate in a role
writing, drawing) in a play).
range of contexts. 5. Distinguish among
intensity levels of an
emotion.
6. Demonstrate ways to
deal with upsetting
emotions (e.g.,
sadness, anger,
disappointment).
7. Practice deep breathing
to calm yourself.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

1A Identify and manage one’s emotions and behavior.

Stage D Stage E Stage F
1. List positive strategies 1. Describe the physical 1. Identify factors that
for handling conflict. responses common to cause stress both
2. Explain why a range of emotions. positive and negative.
characters in stories 2. Describe emotions 2. Identify physical
felt as they did. associated with reactions to stress
3. Distinguish among personal experiences. (e.g., increased
emotions you might 3. Practice expressing energy and alertness,
feel in various positive feelings about increased heart rate
situations. others. and respiration,
4. Use “I-statements” to 4. Evaluate ways of sweaty palms, red
express various dealing with upsetting face, etc.).
emotions. situations (e.g., being 3. Recognize emotional
5. Record changes in left out, losing, reactions to stress.
your emotions rejection, being 4. Describe strategies for
throughout the day teased). dealing with upsetting
(e.g., before and after 5. Demonstrate emotions situations (e.g.,
transitions, recess in various contexts in disappointment, loss,
lunch, etc.). role-plays. separation).
6. Demonstrate an 6. Practice handling 5. Reflect on the possible
awareness of how pressure situations consequences before
your behavior affects (e.g., taking a test, expressing an
others. participating in a emotion.
7. Practice different competitive activity). 6. Use “I-statements” to
strategies for handling describe how you feel,
upsetting situations. why you feel that way,
and what you might
like to change.
7. Practice strategies to
reduce stress (e.g.,
talking to a friend or
trusted adult,
considering what led
to these feelings,
physical exercise).

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

1B Recognize personal qualities and external supports.

Stage A Stage B Stage C
1. Identify things you like 1. Identify the personal 1. Identify community
to do. traits of characters in members that can be
2. Identify the values that stories. of support when
help you make good 2. Describe an needed (e.g., religious
choices. achievement that makes leader, extended family
3. Identify the people who you feel proud. member, and
can give you the help 3. Identify a community neighbor).
you need. resource you enjoy using 2. Describe the personal
4. Describe things you do (e.g., play field, park, qualities that
well. swimming pool, etc.). successful learners
5. Identify reliable adults 4. Identify various helpers demonstrate (e.g.,
from whom you would in the school community. perseverance,
seek help in an 5. Analyze how you might responsibility, attention
emergency. have done better in a to task, etc.).
6. Describe situations in situation. 3. Explain how practice
which you feel 6. Draw a picture of one of improves your
confident. your favorite things to do performance of a skill.
7. Describe situations in with others (e.g., play a 4. Analyze the positive
which you feel you need sport, ride your bike, go qualities of role
help. to the beach). models.
8. Demonstrate a special 5. Analyze what it is
skill or talent you have. about school that is
challenging for you.
6. Draw a picture of an
activity your family likes
to do together.
7. Demonstrate ways to
ask for help when
needed.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors
1B Recognize personal qualities and external supports.
Stage D Stage E
1 Identify something you 1. Describe a time and
would like to be able to situation you needed
do better. help.
2 Describe ways in which 2. Identify reliable adults
you contribute to the from whom you would
school community. seek help in various
3 Describe ways in which situations.
you help out at home. 3. Describe how you would
4 List ways families can improve your ability to
support students in perform a valued skill.
school. 4. Explain how adult role
5 Describe how peers models influence your
can support each other aspirations for the future.
in school. 5. Practice strategies that
6 Measure your progress support peers in school.
toward a personal goal. 6. Demonstrate leadership
within the school
community (e.g., reading
tutor, student council,
clubs, mentoring new
students).
Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E)
Stage F
1. Name community
resources that promote
student success.
2. Identify personal
strengths and
weaknesses and the
effect they have on your
choices.
3. Identify physical and
emotional changes
during adolescence.
4. Recognize that students
learn differently.
5. Describe how adults at
school demonstrate
caring and concern for
students.
6. Describe how adults at
school demonstrate
caring and concern for
students.
7. Analyze the effort your
family or other adults
have made to support
your success in school.
Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

1C Demonstrate skills related to achieving personal and academic goals.

Stage A Stage B
1. Recognize the 1. Identify a situation you
relationship between want to change.
what you want to 2. Identify the progress
accomplish and that you have made
setting goals. toward achieving your
2. Explain the various goal.
aspects of being 3. Explain the relationship
successful in school. between success in
3. Describe a behavior school and becoming
you would like to what you want to be.
change. 4. Describe how you
4. Give an example of might improve your
an academic goal you classroom behavior
could set for yourself. (e.g., raise your hand
5. Give an example of a more often, complete
personal goal you assignments, pay
could set for yourself. attention).
6. Divide a goal you 5. Make a plan for how to
have set into improve your
manageable steps. performance in a
school subject.
6. Make a plan for how to
achieve a personal
goal.
7. Use self-talk to reward
yourself for
accomplishments.
Stage C
1. Recognize how
distractions may
interfere with
achievement of a goal.
2. Recognize that present
goals build on the
achievement of past
goals.
3. Describe the steps you
have made toward
achieving a goal.
4. Differentiate between
short and long term
goals.
5. Monitor your progress
toward achieving a
personal or academic
goal.
6. Demonstrate ways to
deal with upsetting
emotions (e.g.,
sadness, anger,
disappointment).

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

1C Demonstrate skills related to achieving personal and academic goals.

Stage D Stage E Stage F
1. Identify how obstacles 1. Develop a friendship 1. Set a goal that you
have been overcome in goal with action steps to could expect to achieve
achieving a goal (e.g., be taken by certain in a month or two to
examples from dates. improve some aspect of
literature, social 2. Develop an academic your school
science, personal goal with action steps to performance.
experience). be taken by certain 2. Identify obstacles to
2. Recognize how dates. achievement of your
conditions and people 3. Monitor progress on goal.
have contributed to planned action steps for 3. Brainstorm possible
your achievement of a a friendship goal. ways to overcome
goal. 4. Monitor progress on obstacles in achieving
3. Identify the steps planned action steps for your goals.
needed to perform a an academic goal. 4. Make a plan with action
routine task (e.g., 5. Analyze why you steps and timeframes
homework completion, needed to change or to achieve your goal.
organization of delay action steps for 5. Monitor progress on
personal achieving a recent goal. your goal.
space/materials, 6. Evaluate your level of 6. Evaluate your success
studying for a test). achievement with regard and analyze what you
4. Identify factors you to a recent goal. might have done
could not change that differently.
prevented you from
achieving a recent
goal.
5. Evaluate what you
might have done
differently to achieve
greater success on a
recent goal.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2A Recognize the feelings and perspectives of others.

Stage A Stage B Stage C
1. Recognize that others 1. Identify verbal, physical, 1. Distinguish between
may interpret the same and situational cues in nonverbal and verbal
situation differently from stories. cues and messages.
you. 2. Recognize the value of 2. Analyze alignment and
2. Recognize that others sharing diverse non-alignment of verbal
may feel differently from perspectives. and non-verbal cues.
you about the same 3. Explain why characters 3. Role-play the
situation. in stories feel as they perspectives and
3. Describe how others do. feelings of characters
are feeling based on 4. Analyze how students from a story.
their facial expressions being left out might feel. 4. Paraphrase what
and gestures. 5. Describe how different someone has said.
4. Explain how interrupting people interpret the 5. Demonstrate a capacity
others may make them same situation. to care about the
feel. 6. Demonstrate an ability feelings of others.
5. Explain how sharing to listen to others (e.g., 6. Demonstrate an
with and supporting making eye contact, interest in the
others may make them nodding, asking perspective of others.
feel. clarifying questions).
6. Recognize how
changing your
behaviors can impact
how others feel and
respond.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2A Recognize the feelings and perspectives of others.

Stage D Stage E Stage F
1. Label others’ feelings 1. Describe others’ feelings 1. Identify and practice
based on verbal and in a variety of situations. reflective listening skills
non-verbal cues in 2. Describe an argument through discussion and
different situations. you had with another role-play.
2. List strategies to person and summarize 2. Recognize how a
support students who both points of view. situation would make
are left out or bullied. 3. Analyze why literary you feel and treat others
3. Describe how one characters felt as they accordingly.
feels when left out of did. 3. Describe others’ feelings
an activity or group. 4. Analyze the various in a variety of situations.
4. Describe how one points of view expressed 4. Ask open-ended
feels when bullied. on an historical, political, questions to encourage
5. Predict possible or social issue. others to express
responses to a range 5. Evaluate how a change themselves.
of emotions. in behavior of one side 5. Use follow-up questions
6. Use “I-statements” to of a disagreement to clarify messages.
let others know that affects the other side. 6. Predict how one’s own
you have heard them. behavior might affect the
feelings of others.
7. Interpret non-verbal
communication cues.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors
2B Recognize individual and group similarities and differences.
Stage A
1. Identify examples of 1.
classroom behavior that
are sensitive to the
needs of others (e.g.,
taking turns, listening to
one another, supporting
each other’s ideas).
2. Recognize that all
people are similar in the 2.
needs they share.
3. Participate in the
development of
classroom rules.
4. Describe rules that help
students treat each 3.
other fairly.
5. Demonstrate how
students help each
other (e.g., sharing, not 4.
interrupting).
6. Demonstrate honesty
and fairness while 5.
playing or working with
others.
6.
Grade 1 (A-B) Grade 2 (A-B-C)
Stage B Stage C
Recognize the 1. Describe human
existence of various differences depicted in
groups based on social stories.
and cultural variables 2. Describe how
(e.g., age, race, interactions with
ethnicity, shared individuals from
interests, religion, and different cultures enrich
disability). one’s life.
Describe what one has 3. Recognize that people
learned about the from different cultural
ways cultural groups and social groups
differ from one another share many things in
(e.g., holidays, foods, common.
music, and customs). 4. Analyze how people of
Recognize that people different groups can
who share a cultural help one another and
tradition differ from one enjoy each other’s
another in other ways. company.
Recognize how 5. Analyze the impact of
diversity enriches a differing responses to
community. human diversity on
Compare and contrast literary characters.
various family 6. Participate in an
structures. activity or simulation
Reflect on your that allows you to
experiences with experience life from the
people of different age perspective of another
groups. group.
7. Use literature to
analyze various
responses to human
diversity (e.g., learning
from, being tolerant of,
aware of stereotyping).
Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2B Recognize individual and group similarities and differences.

Stage D Stage E
1. Recognize the different 1. Describe the basic
social groups in school. rights of all individuals
2. Recognize the different regardless of their
cultural groups in social or cultural
school. affiliations.
3. Compare and contrast 2. Describe examples of
social groups. how the media portray
4. Compare and contrast various social and
cultural groups. cultural groups.
5. Analyze the unique 3. Analyze how
contributions of responsible students
individuals and groups help their classmates.
as featured in 4. Demonstrate strategies
biographies, legends, for building
and folklore. relationships with
6. Develop strategies for others who are
building relationships different from oneself.
with others who are 5. Design a project that
different from oneself. shows how your class
or school is enriched
by different cultures.
Stage F
1. Identify unwelcome
teasing or bullying
behaviors.
2. Identify ways to
overcome
misunderstanding
among various social
and cultural groups.
3. Identify ways to
advocate for others.
4. Describe situations
where minority groups
have been respected at
school or in the
community.
5. Discuss stereotyping
and its negative impact
on others.
6. Demonstrate respect
for members of various
ethnic and religious
groups.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2C Use communication and social skills to interact effectively with others.

Stage A Stage B Stage C
1. Describe appropriate 1. Discuss ways of initiating 1. Recognize when it is
ways to seek group contact with someone you appropriate to give a
entry. don’t know. compliment.
2. Use “please” and “thank 2. Discuss how to be a good 2. Practice introducing
you” appropriately. friend. everyone in your class.
3. Raise one’s hand for 3. Greet others by name. 3. Demonstrate how to
recognition. 4. Make and respond give a compliment.
4. Pay attention when appropriately to 4. Demonstrate
someone else is introductions. appropriate responses
speaking. 5. Summarize a plan for to receiving a
5. Follow directions given making friends. compliment.
at school. 6. Use appropriate non- 5. Use ’I-statements” to
6. Take turns and share verbal communication express how you feel
toys and other with others (e.g., when someone has
resources with movements, gestures, hurt you emotionally.
classmates. posture, facial 6. Demonstrate
7. Practice sharing expressions). expressing appreciation
encouraging comments 7. Participate in establishing to someone who has
with others. and enforcing ground helped you.
8. Practice saying “no” to rules for class and
protect yourself from group/team efforts.
unsafe situations.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2C Use communication and social skills to interact effectively with others.

Stage D Stage E Stage F
1. Identify ways to build 1. Describe the qualities of 1. Recognize the
positive relationships an effective difference between
with peers, family and communicator. positive and negative
others. 2. Respond positively to relationships.
2. Identify attributes of constructive criticism. 2. Describe ways to
cooperative behavior in 3. Take responsibility for express forgiveness.
a group setting. one’s mistakes. 3. Practice reflective
3. Demonstrate 4. Interview an adult on the listening.
cooperative behaviors topic of how to develop 4. Respond non-
in a group. friendships. defensively to criticism
4. Practice reflective 5. Demonstrate support for or accusation through
listening (e.g., I others’ contributions to a role-play.
messages, group/team effort. 5. Demonstrate
paraphrase). 6. Distinguish between encouragement of
5. Demonstrate how to positive and negative others and recognition
initiate conversation peer pressure. or their contributions.
with a new student. 7. Demonstrate strategies 6. Demonstrate
6. Develop a plan that for resisting negative graciousness in
supports the peer pressure. winning and losing.
improvement of 7. Practice turning
behaviors within a criticism into
group. constructive feedback.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

2D Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in

constructive ways.
Stage A Stage B Stage C
1. Describe situations at 1. Recognize various 1. Identify bullying
school in which methods of resolving behavior and how it
classmates might conflict. affects people.
disagree and 2. Explain what a rumor is 2. Explain what happens
experience conflict (e.g. and how it hurts others. when a conflict is not
refusing to share 3. Identify ways of refusing resolved.
supplies, not negative peer pressure. 3. Describe ways to stop
apologizing for hurt 4. Explain how conflict can rumors.
feelings, making false turn to violence. 4. Analyze how an
accusations, excluding 5. Analyze how inability to manage
someone from an misunderstanding what one’s anger might
activity). someone said or did cause a conflict to get
2. Describe situations in could cause conflict. worse.
the home where 6. Analyze how falsely 5. Interpret whether the
children and parents accusing someone of actions of literary
might disagree and something or being characters were
experience conflict intolerant of their accidental or
(e.g., resisting the behavior could cause intentional.
enforcement of rules or conflict. 6. Examine how one’s
completing of favorite literary
household chores). character handles
3. Describe a time when conflict.
you had a disagreement
with someone, what
happened, and how you
might have handled the
situation differently.
4. Distinguish between
constructive and
destructive ways of
resolving conflict.
5. Use puppets to act out
and resolve conflict
situations.
6. Practice self-calming
techniques for anger
management as a way
to de-escalate conflict
situations.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors
2D Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in
constructive ways.
Stage D
1. Identify the
consequences of a
solution.
2. Identify assertive,
passive and
aggressive conflict
resolution behaviors.
3. Describe conflicts you
have experienced and
how you dealt with
them.
4. Explain how resolving
a conflict with a friend
could strengthen the
friendship.
5. Generate alternative
solutions for a conflict.
6. Demonstrate
constructive conflict
resolution strategies
in the classroom.
Grade 1 (A-B) Grade 2 (A-B-C)
Stage E Stage F
1. Identify the 1. Recognize that conflict
consequences of is a natural part of life.
conflict resolution 2. Identify intervention
behavior. strategies to stop
2. Identify refusal skills bullying.
for unsafe behaviors 3. Suggest ways of
(e.g., drugs and addressing personal
alcohol, gang grievances to avoid
involvement, and conflict.
sexual activity). 4. Analyze different
3. Explain how resolving approaches to dealing
a conflict could with conflict (e.g.,
improve one’s avoidance, compliance,
understanding of a negotiation).
situation. 5. Analyze why you may
4. Distinguish between have to use different
positive and negative strategies for dealing
peer pressure. with different conflict
5. Demonstrate resisting situations.
peer pressure to do 6. Evaluate ways to
something unsafe or include every one in
potentially dangerous. group activities.
6. Use a checklist to 7. Use verbal and non-
practice the steps of verbal strategies to
refusing unwanted resolve group conflict.
peer pressure.
Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

3A Consider ethical, safety, and societal factors in making decisions.

Stage A Stage B
1. Identify and follow bus, 1. Identify personal
classroom, and school behaviors that are
safety rules. dangerous. (e.g., riding a
2. Recognize appropriate bike without a helmet,
touch; and avoid riding with someone who
inappropriate touch. has been drinking,
3. Explain how taking or accepting a ride from
destroying another’s someone you don’t
property makes them know).
feel. 2. Explain why it is
4. Explain why hitting or important to treat others
yelling at somebody is as you would want to be
hurtful and unfair. treated.
5. Identify reliable sources 3. Analyze how rules your
of adult help. family uses help its
6. Describe situations members get along
when you might feel together.
unsafe and need help 4. Contribute to school
(e.g., crossing a busy safety by supporting
street, being classroom, lunchroom
approached by a and playground rules.
strange adult). 5. Participate in creating
7. Draw pictures of ways and enforcing classroom
to help others. rules.
6. Demonstrate sharing
and taking turns.
Stage C
1. Identify examples of
ethical behavior by
characters in stories
(e.g., fairness, honesty,
respect, compassion).
2. Identify physical
sensations and
emotions that indicate a
threat or danger.
3. Describe the
consequences of
breaking classroom or
school rules.
4. Analyze the
consequences of lying.
5. Depict ways to help
others (e.g., list, draw,
cartoons).
6. Evaluate various
approaches to
responding to
provocation.
7. Decide what is fair in
responding to situations
that arise in the
classroom (e.g., how to
share a new piece of
equipment).

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

3A Consider ethical, safety, and societal factors in making decisions.

Stage D Stage E Stage F
1. Identify factors that 1. Describe how differing 1. Recognize that an
make a situation points of view affect individual is responsible
unsafe. your decision-making for his/her behavior.
2. Recognize the process. 2. Identify the need for
consequences to 2. Describe what it means rules at school, home,
oneself and others of to be dependable and and in society.
dishonest behavior. why this is sometimes 3. Analyze what it means
3. Evaluate how others difficult (e.g., meeting to be responsible for
influenced your deadlines, keeping one’s health.
decisions (e.g., family, commitments). 4. Analyze the needs of
church, team, club 3. Explain why it is others in planning how
membership). important to obey laws. work or sharing goods
4. Avoid dangerous 4. Analyze what it means should be divided (e.g.,
situations (e.g., to be responsible with those with handicaps,
unsupervised sports, regard to one’s family, those who are
walking in areas where friends, school disadvantaged, and
you feel unsafe, biking community. those with special
without a helmet, 5. Evaluate conflicting abilities).
hanging around with points of view in making 5. Analyze the risks of
peers who use drugs). a decision. potentially dangerous
5. Demonstrate respect situations.
for the property of 6. Develop strategies to
others. work things out rather
6. Demonstrate internet than retaliate when you
safety. feel wronged.
7. Show what it means to
accept responsibility for
one’s actions with
regard to school work.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors
3B Apply decision-making skills to deal responsibly with daily academic and social
situations.
Stage A Stage B
1. Recognize that one has 1. Describe the use of self-
choices in how to talk to calm down.
respond to situations. 2. Brainstorm alternative
2. Describe calming solutions to inter-
strategies. personal problems in the
3. Brainstorm alternative classroom.
solutions to problems 3. Analyze how your tone
posed in stories and of voice influences how
cartoons. others respond to you.
4. Use “I-statements” in 4. Analyze the
expressing feelings. consequences of
5. Implement stop, think, alternative choices.
and act (plan) strategies 5. Make healthy choices
in solving problems. regarding snacks.
6. Practice group decision 6. Demonstrate reflective
making with one’s peers listening.
in class meetings. 7. Demonstrate wise
7. Identify foods and decisions regarding
behaviors that keep the safety hazards (e.g.,
body healthy. wearing seat belts in
cars, wearing a bicycle
helmet; avoiding sharp
objects, too much sun
exposure, and playing
with fire).
Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E)
Stage C
1. Describe ways to
promote the safety of
oneself and others.
2. Describe the steps of a
decision-making model.
3. Brainstorm alternative
solutions to completing
an assignment on time.
4. Practice progressive
relaxation.
5. Demonstrate wise
choices in selecting
friends.
6. Demonstrate group
decision making.
7. Plan healthy meals.
Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors

3B Apply decision-making skills to deal responsibly with daily academic and social
situations.
Stage D Stage E Stage F
1. Generate alternative 1. Identify challenges and 1. Identify tools to
solutions to problems. obstacles to solving manage time better.
2. Analyze the problems. 2. Evaluate strategies
consequences of 2. Identify healthy for avoiding risky
alternative solutions to alternatives to risky behavior (e.g.,
selected scenarios. behaviors. avoiding risky
3. Develop criteria for 3. Evaluate strategies to situations, ignoring
evaluating the promote school negative peer
consequences of a success (e.g., pressure, suggesting
decision for oneself identifying distractions, alternative activities,
and important others in managing stress, and and pointing out
one’s life. putting first things unacceptable
4. Demonstrate the steps first). consequences).
of a decision-making 4. Practice aligning non- 3. Use a homework
process: verbal and verbal organizer.
o define the problem communication in 4. Demonstrate an
o say how you feel refusing unwanted ability to set priorities.
o identify contributing behavior. 5. Demonstrate an
factors 5. Apply a decision- ability to stay on task
o set a goal making model to deal 6. Demonstrate an
o identify alternative with unwanted ability to complete
solutions and the behavior. assignments on time.
consequences of
each
o select the best
solution
o evaluate the results.
5. Apply a decision-
making model to solve
an interpersonal
problem.
6. Apply a decision-
making model to
academic challenges.
7. Demonstrate
awareness that
feelings influence one’s
decisions.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
Social Emotional Learning Performance Descriptors

3C Contribute to the well-being of one’s school and community.

Stage A Stage B Stage C
1. Identify how you 1. Identify a way you can 1. Describe what you
currently help out at help improve your local learned about your
home and what else community. school or community
you might do for a 2. Describe what you have from your participation
caregiver or sibling. done to make a positive in a recent service
2. List ways that students difference in your class project
can help their class run or school and how this 2. Describe what you
more smoothly. made you feel. learned about yourself
3. Express how you feel 3. Brainstorm ways to help from participation in this
about helping out in your teacher address a project.
class or at home. shared concern. 3. Analyze the impact on
4. Describe what you 4. Volunteer to help out at the need addressed of
learned about yourself home in a way that goes a recent service project
in helping out in class beyond what you are in which you
and at home. expected to do. participated.
5. Volunteer for various 5. Participate in developing 4. Analyze what you
classroom tasks (e.g., a class policy on teasing. would do differently
helping with room set 6. Plan and implement a next time.
up, cleaning up, passing project to improve your 5. Communicate the
out papers, etc.). local community. results of a school or
6. Participate in making community service
and enforcing class project to a parent or
rules. community group.
6. Write a letter to a
newspaper editor on a
community problem
such as homelessness.

Grade 1 (A-B) Grade 2 (A-B-C) Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)
 Social Emotional Learning Performance Descriptors
3C Contribute to the well-being of one’s school and community.
Stage D
1. Identify ways that 1.
community workers
assist residents in
protecting and
improving
neighborhoods.
2. Analyze your rights and 2.
responsibilities as a
member of your school
community. 3.
3. Discuss your reasons
for voting as you did in
a simulated local, state,
or national election. 4.
4. Participate in making
and enforcing
classroom rules.
5. Brainstorm ways you
could contribute to your 5.
community (e.g., help a
neighbor, contribute to
community safety, help
keep your block clean). 6.
6. Construct an argument
to persuade
classmates to vote or
become a candidate for
office in a simulated
local, state, and
national election.
Grade 1 (A-B) Grade 2 (A-B-C)
Stage E Stage F
Identify various ways 1. Work with other
that community students to plan and
workers assist implement a service
residents in beautifying project in your school.
and protecting 2. Describe ways of
neighborhoods. showing respect for
Gather information on your school
a community issue or environment.
need. 3. Support activities of
Develop a plan with various groups in your
your classmates to school.
address a community 4. Contribute in positive
issue or need. ways to your home
Monitor your progress environment.
on implementing a 5. Describe the role of a
plan to address a community service
community issue or worker.
need. 6. Plan and implement
Evaluate with other students a
implementation of a service project in your
class plan to address a community.
community issue. 7. Plan a field trip to a
Make community agency.
recommendations on
how you would
improve a plan that
addresses a
community issue.
Grade 3 (B-C-D) Grade 4 (C-D-E) Grade 5 (D-E-F)