SCC -- CURRICULUM EVALUATION AND ASSESSMENT SUBCOMMITTEE
EVALUATION FORM
Reviewer name: ___________________________________
Date:
________________________________
Program name: __________________________________
Grades covered: _____________________________
Overall Structure of the Curriculum
Very
Poor (1)
Does the curriculum use free-standing
lessons that provide step-by-step instructions
to teach students’ social and emotional
competencies.
Does the curriculum use general teaching
practices to create classroom and schoolwide
conditions that facilitate and support social
and emotional development in students.
Does the curriculum integrate skill
instruction or practices that support SEL
within the context of an academic
curriculum.
Does the curriculum provide school leaders
with guidance on how to facilitate SEL as a
schoolwide initiative.
Does the curriculum have a Spanish
language version?
Does the curriculum appear accessible to
special education students?
Does the curriculum support SEL outside of
school (e.g., in the family and community at
large)?
Total Score
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Developmental Tasks of Social and Emotional Competence Across the Grade Spans.
Does the curriculum supply the following skills:
Very
Poor (1)
Preschool: Become and be engaged, socially
and academically,
Preschool: Manage emotions (appropriately
for a young child), especially with adult
support.
Preschool: Stay connected to adults, while
beginning to develop peer relationships.
Preschool: In play and learning, pay attention
and follow directions, wait, sit still, and
effectively join and leave groups.
Elementary: Become increasingly successful
at navigating peer relationships and
friendships independent of adult support.
Elementary: Show and share emotions
appropriately, and with appropriate people.
Middle and High School: Form closer
relationships with peers of both genders.
Middle and High School: Manage
increasingly complex academic content and
tasks, with increasing independence from
adults.
Middle and High School: Effectively manage
transitions to middle and high school.
Middle and High School: Increase
independence from adults.
Middle and High School: Begin preparing
for adult roles (e.g., become more nurturing
to younger children, begin preparing and
practicing for work roles).
Middle and High School: Develop an ethical
value system that allows for responsible
decision-making and responsible behavior
toward self and others.
Total Score
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
California State Standards for Mental Health
Elementary (answer only if evaluating an Elementary curriculum)
Very
Poor (1)
Identify a variety of emotions.
Describe the characteristics of families.
Identify trusted adults at home and at school.
Describe characteristics that make each
individual unique.
Describe and practice situations when it is
appropriate to use “Please,” “Thank you,”
“Excuse me,” and “I’m sorry.”
Describe examples of healthy social
behaviors (e.g., helping others, being
respectful of others, cooperation,
consideration).
Describe the importance of assuming
responsibility within the family and
community.
Explain the benefits of having positive
relationships with family and friends.
Discuss the importance of setting (and ways
to set) personal boundaries for privacy,
safety, and expression of emotions.
Identify ways family and friends help
promote well-being.
Describe internal and external factors that
affect friendships and family relationships.
Identify trusted adults at home, at school,
and in the community who can help with
mental, emotional, and social health
concerns.
Show how to express personal needs and
wants appropriately.
Demonstrate how to communicate directly,
respectfully, and assertively regarding
personal boundaries.
Cooperate and share with others.
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Very
Poor (1)
Describe effective strategies to cope with
changes within the family.
Evaluate situations in which a trusted adult
should be asked for help.
Make a plan to help at home and show
responsibility as a family member.
Express emotions appropriately.
Describe positive ways to show care,
consideration, and concern for others.
Evaluate effective strategies to cope with
fear, stress, anger, loss, and grief in oneself
and others.
Encourage others when they engage in safe
and healthy behaviors.
Promote a positive and respectful school
environment.
Object appropriately to teasing of peers and
family members that is based on personal
characteristics.
Demonstrate the ability to support and
respect people with differences.
Identify positive health practices that reduce
illness and disease.
Recognize individuals who can assist with
health-related issues and potentially lifethreatening health conditions.
Describe how to access help when feeling
threatened.
Set a short-term goal for positive health
practices.
Demonstrate how to ask for assistance with a
health-related problem.
Total Score
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Middle (answer only if evaluating a Middle School curriculum)
Very
Poor (1)
Explain positive social behaviors (e.g.,
helping others, being respectful to others,
cooperation, consideration).
Identify a variety of nonviolent ways to
respond when angry or upset.
Identify qualities that contribute to a positive
self-image.
Describe how emotions change during
adolescence.
Recognize diversity among people, including
disability, gender, race, sexual orientation,
and body size.
Describe the changing roles and
responsibilities of adolescents as members of
a family and community.
Describe the benefits of having positive
relationships with trusted adults.
Analyze the harmful effects of using diet
pills without physician supervision.
Identify the signs of various eating disorders.
Describe signs of depression, potential
suicide, and other self-destructive behaviors.
Describe common mental health conditions
and why seeking professional help for these
conditions is important.
Describe the signs, causes, and health effects
of stress, loss, and depression.
Summarize feelings and emotions associated
with loss and grief.
Describe the importance of being aware of
one’s emotions.
Describe the importance of being empathetic
to individual differences, including people
with disabilities and chronic diseases.
Explain why getting help for mental,
emotional, and social health problems is
appropriate and necessary.
Describe the importance of setting personal
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Very
Poor (1)
boundaries for privacy, safety, and
expressions of emotions and opinions.
Describe the similarities between types of
violent behaviors (e.g., bullying, hazing,
fighting, and verbal abuse).
Discuss the harmful effects of violent
behaviors.
Analyze internal and external influences on
mental, emotional, and social health.
Analyze techniques that are used to pressure
someone to engage in or be a target of
violent behavior.
Analyze the influence of culture on family
values and practices.
Identify sources of valid information and
services for getting help with mental,
emotional, and social health problems.
Describe situations for which adult help is
needed, including intimidating and
dangerous situations, and how to access help
for oneself and others.
Identify trusted adults to report to if people
are in danger of hurting themselves or others.
Analyze situations to determine whether they
call for acts of caring among friends or
require getting the help of trusted adults.
Practice asking for help with mental,
emotional, or social health problems from
trusted adults.
Describe how prejudice, discrimination, and
bias can lead to violence.
Demonstrate ways to communicate respect
for diversity.
Demonstrate the ability to use steps of
conflict resolution.
Apply decision-making processes to a
variety of situations that impact mental,
emotional, and social health.
Monitor personal stressors and assess
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Very
Poor (1)
techniques for managing them.
Describe healthy ways to express caring,
friendship, affection, and love.
Describe situations for which someone
would seek help with stress, loss, an
unrealistic body image, or depression.
Analyze the importance of setting personal
boundaries for privacy, safety, and
expressions of emotions and opinions.
Compare and contrast being angry and angry
behavior, and discuss the consequences.
Make a plan to prevent and manage stress.
Develop achievable goals for handling
stressors in healthy ways.
Describe how personal goals can be affected
if violence is used to solve problems.
Make a personal commitment to avoid
persons, places, or activities that encourage
violence or delinquency.
Carry out personal and social responsibilities
appropriately.
Demonstrate effective coping mechanisms
and strategies for managing stress.
Practice respect for individual differences
and diverse backgrounds.
Participate in clubs, organizations, and
activities in the school and community that
offer opportunities for student and family
involvement.
Practice personal boundaries in a variety of
situations.
Practice appropriate ways to respect and
include others who are different from
oneself.
Demonstrate how to use self-control when
angry.
Demonstrate skills to avoid or escape from
potentially violent situations, including
dating.
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Very
Poor (1)
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Encourage a school environment that is
respectful of individual differences.
Object appropriately to teasing or bullying of
peers that is based on personal characteristics
and perceived sexual orientation.
Describe the importance of healthmanagement strategies (e.g., those involving
adequate sleep).
Apply a decision-making process to
determine safe and healthy strategies for
dealing with personal health problems.
Total Score
High School (answer only if evaluating a High School curriculum)
Very
Poor (1)
Describe the benefits of having positive
relationships with trusted adults.
Analyze the qualities of healthy peer and
family relationships.
Describe healthy ways to express caring,
friendship, affection, and love.
Describe qualities that contribute to a
positive self-image.
Describe how social environments affect
health and well-being.
Describe the importance of recognizing signs
of disordered eating and other common
mental health conditions.
Analyze signs of depression, potential
suicide, and other self-destructive behaviors.
Explain how witnesses and bystanders can
help prevent violence by reporting dangerous
situations.
Classify personal stressors at home, in
school, and with peers.
Identify warning signs for suicide.
Identify loss and grief.
Poor (2)
Very
Poor (1)
Analyze the internal and external issues
related to seeking mental health assistance.
Access school and community resources to
help with mental, emotional, and social
health concerns.
Evaluate the benefits of professional services
for people with mental, emotional, or social
health conditions.
Seek help from trusted adults for oneself or a
friend with an emotional or social health
problem.
Discuss healthy ways to respond when you
or someone you know is grieving.
Monitor personal stressors and assess
techniques for managing them.
Compare various coping mechanisms for
managing stress.
Analyze situations when it is important to
seek help with stress, loss, an unrealistic
body image, and depression.
Evaluate how preventing and managing
stress and getting help for mental and social
problems can help a person achieve shortand long-term goals.
Set a goal to reduce life stressors in a healthenhancing way.
Assess personal patterns of response to stress
and use of resources.
Practice effective coping mechanisms and
strategies for managing stress.
Discuss suicide-prevention strategies.
Practice respect for individual differences
and diverse backgrounds.
Participate in clubs, organizations, and
activities in the school and in the community
that offer opportunities for student and
family involvement.
Practice setting personal boundaries in a
variety of situations.
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Very
Poor (1)
Support the needs and rights of others
regarding mental and social health.
Promote a positive and respectful
environment at school and in the community.
Object appropriately to teasing of peers and
community members that is based on
perceived personal characteristics and sexual
orientation.
Discuss the value of actively managing
personal health behaviors (e.g., getting
adequate sleep, practicing ergonomics, and
performing self-examinations).
Evaluate the importance of regular medical
and dental checkups, vaccinations, and
examinations.
Evaluate the need for rest, sleep, and
exercise.
Execute a plan for maintaining good personal
hygiene (including oral hygiene) and getting
adequate rest and sleep.
Total Score
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Notes
Conclusion
Please indicate your overall rating of this curriculum for PAUSD
Very
Poor (1)
Poor (2)
Fair (3)
Good (4)
Very
Good (5)
Excellent
(6)
Please add any further comments about the curriculum below.