School visits, classroom observations, examination of print materials including parent newsletters and student work, as well as interviews with staff members and parents indicate that there is a high degree of awareness that social responsibility is a school goal, of what it means to be socially responsible, and nature and of the performance standards as a way of providing feedback and assessing progress to that goal. 

• All classrooms include displays that feature some aspects of the performance standards; hallway displays emphasize social responsibility and incorporate language from the performance standards.

• During a variety of school and classroom activities, students were observed role-playing various levels of social responsibility in different contexts. They required little prompting from their teachers. Students were also fluent when creating charts showing what various facets of socially responsible behaviour looked and sounded like.

• According to anecdotal reports by the principal, staff members, and parents, students frequently use the language of the standards spontaneously. They often describe their own behaviour in terms of the standards; reprimand or report each other (e.g., “Su-Lee is not showing social responsibility to me”); and even make allusions to the standards at play (e.g., a mother reported hearing her child use terms such as “not yet within expectations” and “solving problems peacefully” while playing with dolls.)

• Staff have attended three half-day sessions on social responsibility and the standards; the principal reports to the Parent Advisory Committee on the status of social responsibility at each meeting. All parents have copies of the Quick Scale; according to reports from the staff and principal, parents have no difficulty understanding the scale and its use—both staff members and parents frequently refer to the standards when discussing their children’s development with classroom teachers or the principal.