TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 284 Once the final version was complete, teachers assessed students’ social-emotional development on each of the PFI’s indicators when grading report cards three times a year. In order to expand the consistency of the PFI and subsequently improve inter-rater reliability in data analysis, the grant team also created a scoring rubric to assist teachers in more accurately assigning ratings to these social- emotional indicators. Creating a scoring rubric. In order to assist teachers in assessing the behaviors and attitudes that comprise the PFI within a developmental lens, the rubric was organized into three levels (K–1st, 2nd–3rd, and 4th–5th grades) to delineate the expected progression for each PFI indicator. The rubric lists specific, observable behaviors to help teachers determine whether a student was demonstrating age-appropriate skills in each domain. For example, descriptors to assess whether a kindergarten or first grade student “works collaboratively in groups of various sizes” included the descriptor “interacts appropriately with peers in group activities,” and “contributes ideas in a group.” Descriptors for second- and third-grade students included the same two behaviors as the earlier grades as well as “shows respect for others by listening to their ideas and opinions.” For fourth- and fifth-grade students “agrees or disagrees with others in a respectful manner” was added to the rubric descriptors. The rubric helped to ensure greater accuracy and consistency in scoring behaviors across classrooms and to reduce subjectivity in teachers’ ratings. During the first year of the project, teachers requested a simple dichotomous response set for assessing PFI indicators (i.e., “struggling” or “on target”). After a successful year of piloting the new report card and accompanying rubric, teachers requested to move to a four-item response format: meets standard, progressing toward standard, emerging, and not meeting standard. The grant team expanded the original rubric, anchoring responses in degrees of support needed for a student to successfully demonstrate a behavior. Teachers were again provided concrete examples of student behavior within the rubric and were asked to assess if a student consistently and independently displayed the behavior or whether the student needed occasional, frequent or ongoing support to meet the standard. Table 1 Summary of Primary Constructs and Indicators in the PFI Primary Construct Indicators Motivation Engages in class activities Demonstrates an eagerness to learn Demonstrates perseverance in completing tasks Self-Knowledge Identifies academic strengths and abilities Identifies things he/she is interested in learning Self-Direction Demonstrates the ability to self-regulate actions and emotions Demonstrates resilience after setbacks Makes productive use of classroom time Relationships Works collaboratively in groups of various sizes Seeks assistance when necessary Respects and accepts authority Forms respectful, equitable relationships with peers