The descriptors of the skills in the SEL continuum are end of the year goals. In this way, a "T" would be given to a student who is on target for the skill at the end of your grade level. The "S" would be used to indicate students who have an area of strength in that they have exceeded the skill descriptor at their given grade level.
It is helpful to remember that the report card committee started with the language of "Need" "Progressing" and "Strength". It was thought that progressing had a negative connotation in that it felt more like "working towards" language and was therefore changed to "Target". Think of "Target" as meaning on the right track, progressing appropriately toward the target when scoring during the fall and winter trimesters.
There are no pre-constructed comments for the SEL section of the report card, however, you are able to add custom comments to that section of the report card should you feel the desire to elaborate further.
There will be a parent letter which will be made available to sent home with report cards. Additionally, the SEL TLs have created a brochure outlining the competencies of self-awareness, social awareness, responsible decision making, self-management and relationship skills along with suggestions around how this learning can be supported at home. The SEL TLs have also created 5 one-page handouts with more detailed information around each of the competencies individually.
There is currently discussion around adding pre-k skills to the continuum. Pre-K teachers will be marking Social Emotional Learning on the report card.
As with the work habits, only classroom teachers will be scoring the SEL section of the report card. Special area teachers would be able to speak to SEL competencies in their comments if there is a desire to describe student behaviors in those settings. The continuum may be a good resource for language when making comments regarding the SEL competencies.
Yes, you may send documents that you would like translated to Annamaria Falzarano at District Office.