NORTH DAKOTA SOCIAL EMOTIONAL LEARNING GOALS CURRICULUM CROSSWALK
HOW
GRADES K-2 OVERVIEW
Recognize and accurately label emotions and identify situations that cause those emotions
Differentiate between likes and dislikes
Accept Failure and demonstrate the ability to recover from perceived failures
Identify and seek help when appropriate
Demonstrate self- control in a variety of settings
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Utilize prescribed routines to understand physical and mental organizational strategies
Identify a trusted adult for help when needed
Identify the feelings and perspectives of others
Recognize and acknowledge individual differences in others
Describe positive qualities in others
Demonstrate verbal etiquette to foster better communication
Identify opportunities for social participation at home, school, and in the community
Demonstrate appropriate strategies for receiving feedback from others for self-improvement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
Define a problem
Explain a problem solving process
Analyze potential consequences of choices
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5 OVERVIEW
SELF-AWARENESS
Describe a variety of emotions, and understand how emotions are linked to behavior
Describe interests to pursue and skills to develop
Develop a growth mindset of rigorous situations
Describe an activity or task in which help is needed to be successful
Apply self-monitoring strategies to regulate emotions
Identify personal stressors
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time
Demonstrate appropriate strategies to ask for help in a variety of situations
Describe feelings and perspectives of others
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
GRADES 6-8 OVERVIEW
Distinguish different levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
Explain possible outcomes of expressing emotions in various ways
Apply stress management strategies
Display endurance when facing adversity for the purpose of personal growth
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
Identify support at home, school, and in the community
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
Demonstrate proper etiquette when communicating electronically
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
Demonstrate the ability to acknowledge problems in a variety of situations.
Evaluate potential solutions to problems.
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/or cultural norms influence personal behavior
GRADES 9-12 OVERVIEW
Create a plan for managing a variety of emotions.
Analyze perceived limitations and create a plan leveraging strength to address limitations.
Demonstrate resiliences and a positive attitude for school and life
Advocate for oneself by creating “I” messages to present personal perspective
Apply strategies to mitigate personal response to different levels of emotions
Create a long term plan for stress management throughout the lifespan
Consistently apply strategies for working hard in challenging settings
Apply strategies for developing and maintaining a growth mindset.
Create a plan for monitoring progress toward personal and academic, short and longterm goal achievement.
Create a plan for planning, prioritizing and managing time independently to maximize efficiency.
Evaluate and utilize available resources at home, school, and in the community.
Analyze the effect of personal behavior with reference to the feelings and perspectives of others and adjust personal behavior accordingly.
Demonstrate strategies for expressing understanding towards those who hold different beliefs.
Evaluate how society and cultural norms, morals, and values affect personal interactions.
Evaluate the verbal and nonverbal cues from others to create differentiated communication plans.
Evaluate personal engagement in social situations at home, school and in the community and create a plan for personal growth
Apply appropriate limit setting strategies (Acknowledge feelings, communicate the limit, target alternatives.)
Demonstrate a variety of strategies for collaborating with peers, adults and others in the community.
Evaluate personal response to conflict and create a plan for personal growth in resolving conflict.
Demonstrate the ability to accurately anticipate problems in a variety of situations.
Create a plan to apply the most appropriate solutions to problems.
Differentiate between emotional response and factual information surrounding situations.
Analyze how current choices affect one’s future.
Apply moral, personal, and ethical standards when making decisions.
SECOND STEP
SELF AWARENESS
GRADES K-2
Recognize and accurately label emotions and identify situations that cause those emotions
Kindergarten
Unit 2: Lesson 6: Feelings
Unit 2: Lesson 7: More Feelings
Until 2: Lesson 8: Identify Anger
Unit 3: Lesson 12: We feel feelings in our body
Unit 3: Lesson 13 : Managing frustration
Unit 3: Lesson 14: Calming Down Strong Feelings
Grade 1
Unit 2: Lesson 6: Feelings
Unit 3: Lesson 12: Identifying Our Own Feelings
Unit 3: Lesson 13: Strong Feelings
Unit 3: Lesson 14: Calming Down Anger
Unit 3: Lesson 15: Self-Talk for Calming Down
Grade 2
Unit 2 : Lesson 5: Identifying Feelings
Unit 2: Lesson 7: Feeling Confident
Differentiate between likes and dislikes
Accept Failure and demonstrate the ability to recover from perceived failures
Identify and seek help when appropriate
GRADES 3-5
Describe a variety of emotions, and understand how emotions are linked to behavior
Unit 3: Lesson 17: Managing Disappointment
Grade 3
Unit 3: Lesson 11: Introducing Emotion Management
Unit 3: Lesson 12: Managing Test Anxiety
Unit 3: Lesson 13: Handling Accusations
Unit 3: Lesson 15: Managing Anger
Unit 3: Lesson 16: Managing Hurt Feelings
Grade 4
Unit 1: Lesson 5: Understanding Complex Feelings
Unit 2: Lesson 10: Introducing Emotion Management
Grade 5
Unit 2: Lesson 9: Introducing Emotion Management
Describe interests to pursue and skills to develop
Develop a growth mindset of rigorous situations
Unit 3: Lesson 14: Managing Disappointment
2: Lesson 15: Handling PutDowns
Describe an activity or task in which help is needed to be successful Unit 1: Lesson 5: Being Assertive Unit 1: Lesson 5: Being Assertive Unit 1: Lesson 4 : Being Assertive
GRADES 6-8
Distinguish different levels of emotions and explain the physical reaction to various emotions.
Grade 6
Unit 1: Lesson 2: Your EverChanging Brain
Unit 3: Lesson 14: Recognizing Your Emotions
Unit 3: Lesson 15: Emotions and Your Brain
Unit 3: Lesson 16: How Emotions Affect Your Decisions
Grade 7
Unit 3: Lesson 14: Emotions Matter
Unit 3: Lesson 15: Thoughts and Emotions
Unit 3: Lesson 16: Unhelpful Thoughts
Unit 3: Lesson 17: Re-framing Unhelpful Thoughts
Unit 3: Lesson 19: Making Better Decisions
Grade 8
Unit 3: Lesson 14: Understanding Stress and Anxiety
Unit 3: Lesson 14: Where Does Stress Come From?
Identify personal strengths and the skills required to develop those strengths
Unit 1: Lesson 3: My Interests and Strengths
Unit 1: Lesson 4: Harnessing My Strengths
Unit 1: Lesson 6: My Future Self
Unit 1: Lesson 7: My Path Forward
Unit 4: Lesson 20: My Values and My Relationships
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
SECOND STEP
SELF MANAGEMENT
GRADES K-2
Demonstrate self-control in a variety of settings
Kindergarten
Unit 3: Lesson 15: Handling Waiting
Grade 1
Grade 2
Unit 3: Lesson 11: Introducing Emotion Management
Unit 3: Lesson 12: Managing Embarrassment
Unit 3: Lesson 13: Handling Making Mistakes
Unit 3: Lesson 15: Managing Anger
Unit 3: Lesson 16: Finishing Tasks
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Unit 1: Lesson 4: Self Talk for Staying on Task
Unit 1: Lesson 1: Learning to Listen
Unit 1: Lesson 2: Focusing Attention
Unit 1: Lesson 3: Following Directions
Utilize prescribed routines to understand physical and mental organizational strategies
GRADES 3-5
Apply self-monitoring strategies to regulate emotions
Grade 3
Unit 1: Lesson 2: Using Self-Talk
Unit 3: Lesson 16: Managing Worry
Unit 2: Lesson 10: Accidents
Unit 1: Lesson 4: Self Talk for Staying on Task
Unit 1: Lesson 1: Listening to Learn
Unit 1: Lesson 2: Focusing Attention
Unit 1 : Lesson 3: Following Directions
Unit 14: Managing Anxious Feelings
Identify personal stressors
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time.
Utilize prescribed routines to understand physical and mental organizational strategies
Unit 1: Lesson 1: Being Respectful Learners
Grade 4
Unit 2: Lesson 14: Avoid Jumping to Conclusions
Unit 2: Lesson 11: Managing Strong Feelings
Unit 2: Lesson 12: Calming Down Anger
Unit 1: Lesson 3: Using Self-Talk
Unit 1: Lesson 2: Focusing Attention and Listening
Unit 1: Lesson 4: Planning to Learn
Unit 2: Lesson 13: Managing Anxiety
Unit 1: Lesson 1: Empathy and Respect
Unit 1: Lesson 2: Listening with Attention
Grade 5
Unit 2: Lesson 10: Calming Down
Unit 2: Lesson 12: Managing Frustration
Unit 2: Lesson 13: Resisting Revenge
Unit 2: Lesson 14: Handling PutDowns
Unit 2: Lesson 15 : Avoid Assumptions
Unit 2: Lesson 11: Managing Anxiety
Unit 1: Lesson 1: Empathy and Respect
Unit 1: Lesson 2: Listening with Attention
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
Grade 6
Unit 3: Lesson 17: Managing Your Emotions
Unit 3: Lesson 18: What Works Best for You?
Unit 3: Lesson 19: Raising Awareness About Managing Emotions
Grade 7
Grade 8
Apply stress management strategies
Display endurance when facing adversity for the purpose of personal growth
Unit 1: Lesson 3: How to Grow Your Brain
Unit 1: Lesson 3: Learning from Mistakes and Failures
Unit 1: Lesson 4: Identifying Roadblocks
Unit 18: Practicing Positive SelfTalk
Unit 3: Lesson 17: Strategies for Managing Stress
Unit 3: Lesson 18: Changing Strategies and Getting Help
Unit 3: Lesson 19: My StressManagement Plan
Unit 3: Lesson 16: Can Stress Help You Grow?
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
Unit 1: Lesson 4: Making Goals Specific
Unit 1: Lesson 5: Monitoring Your Progress
Unit 1 : Lesson 6: Bringing It All Together
Unit 1: Lesson 2: Creating New Pathways in Your Brain
Unit 1: Lesson 5: Overcoming Roadblocks 1
Unit 1: Lesson 6: Overcoming Roadblocks
Unit 1: Lesson 7: Is My Plan Effective?
Unit 1: Lesson 5: Pursuing My Goals
SECOND STEP
SOCIAL AWARENESS
GRADES K-2
Identify a trusted adult for help when needed
Kindergarten
Grade 1
Unit 3: Lesson 16: Managing Worry
Grade 2
Identify the feelings and perspectives of others
Recognize and acknowledge individual differences in others
Describe positive qualities in others
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations
Unit 2: Lesson 9: Same or Different
Unit 2: Lesson 10: Accidents
Unit 2: Lesson 11: Caring and Helping
Describe feelings and perspectives of others
Grade 3
Unit 1: Lesson 3: Being Assertive
Unit 2: Lesson 7: Looking for More Clues
Unit 2: Lesson 8: Similarities and Differences
Unit 2: Lesson 9: Feelings Change
Unit 2: Lesson 11: Showing Care and Concern
Unit 2: Lesson 6: Learning More About Feelings
Unit 2: Lesson 9: Respecting Different Preferences
Unit 2: Lesson 9: Showing Compassion
Unit 2: Lesson 10: Predicting Feelings
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
Unit 2: Lesson 5 : Identify Others’ Feelings
Unit 2: Lesson 6 : Understanding Perspectives
Unit 2: Lesson 7: Conflicting Feelings
Unit 2: Lesson 8: Accepting Differences
Unit 2: Lesson 10: Making Friends
Grade 4
Unit 1: Lesson 3: Being Assertive
Unit 1: Lesson 4: Respecting Similarities and Differences
Unit 1: Lesson 6: Understanding Different Perspectives
Grade 5
Unit 1: Lesson 3: Being Assertive
Unit 1 : Lesson 4: Predicting Feelings
Unit 1: Lesson 5: Taking Others’ Perspectives
Unit 1: Lesson 6: Accepting Differences
Unit 1: Lesson 8: Joining In
Unit 1: Lesson 9: Showing Compassion
GRADES 6-8
Identify support at home, school, and in the community
Grade 6
Unit 1: Lesson 1A: Starting Middle School
Grade 7
Unit 1: Lesson 1: Starting Middle School
Grade 8
Unit 1: Lesson 1: Welcome
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
Unit 4: Lesson 22: Considering Multiple Perspectives
Unit 4: Lesson 20: Personalities Can Change
Unit 1: Lesson 1B: Helping New Students
Unit 4: Lesson 23: Conflicting Perspectives
RELATIONSHIP SKILLS
GRADES K-2
Demonstrate verbal etiquette to foster better communication
Identify opportunities for social participation at home, school, and in the community
Demonstrate appropriate strategies for receiving feedback from others for selfimprovement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
Kindergarten
Grade 1
Unit 4: Lesson 20: Inviting to Play
Unit 4: Lesson 21: Fair Ways to Play
Unit 4: Lesson 22: Having Fun with Our Friends
Unit 4: Lesson 19: Fair Ways to Play
Unit 4: Lesson 20: Inviting to Join In
Grade 2
Unit 1: Lesson 1: Being Respectful
Unit 4: Lesson 22: Having Fun with Our Friends
Unit 3: Lesson 18: Handling Being Knocked Down
Unit 4: Lesson 23: Handling Having Things Taken Away
Unit 4: Lesson 24: Handling Name Calling
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
Grade 3
Unit 2: Lesson 9: Showing Compassion
Unit 2: Lesson 9: Feelings Change
Unit 4: Lesson 21: Handling NameCalling
Unit 4: Lesson 20: Responding to Playground Exclusion
Unit 4: Lesson 21: Playing Fairly on the Playground
Grade 4
Unit 1: Lesson 7: Conversations and Compliments
Grade 5
Unit 1: Lesson 8: Responding with Compassion
Unit 1: Lesson 7: Conversations and Compliments
Unit 1: Lesson 7: Disagreeing Respectfully
Unit 2: Lesson 6: Understanding Perspective
Unit 1: Lesson 4: Respecting Similarities and Differences
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Grade 6
Unit 2: Lesson 10: Responding to Cyberbullying
Grade 7
Grade 8
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
Unit 1: Lesson 1B: Helping New Students
Unit 4: Lesson 21: What Kind of Friend Am I?
Unit 4: Lesson 20: Why Do Conflicts Start
Unit 4: Lesson 21: Owning Your Part in a Conflict.
Unit 4: Lesson 21: Healthy Relationships
Unit 4: Lesson 23: Major and Minor Social Conflicts
Unit 4: Lesson 24: Resolving Conflicts
Unit 4: Lesson 25: Making Amends
Unit 4: Lesson 26: My ConflictResolution Plan
Unit 4: Lesson 22: Keeping Calm During a Conflict.
Unit 4: Lesson 23: Handling Conflict Responsibly
Unit 4: Lesson 24: Barriers to Resolving Conflict.
Unit 4: Lesson 25: Overcoming Barriers to Resolving Conflicts.
Unit 4: Lesson 26: Acting it Out
Unit 4: Lesson 24: Managing Conflicts
SECOND STEP
RESPONSIBLE DECISION-MAKING
GRADES K-2
Define a problem
Explain a problem solving process
Analyze potential consequences of choices
Kindergarten
Unit 4: Lesson 1: Problem Solving
Grade 1
Unit 4: Lesson 17: Solving Problems Part 1
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Grade 3
Unit 4: Lesson 17: Solving Problems Part 1
Unit 4: Lesson 18: Solving Problems Part 2
Unit 4: Lesson 19: Solving Classroom Problems
Unit 4: Lesson 20: Solving PeerExclusion Problems
Unit 4: Lesson 18: Solving Problems Part 2
Grade 2
Unit 4: Lesson 17: Solving Problems Part 1
Unit 4: Lesson 17: Solving Problems Part 1
Unit 4: Lesson 18: Solving Problems Part 2
Unit 4: Lesson 18: Solving Problems Part 2
Unit 4: Lesson 18: Solving Problems Part 2
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
Unit 4: Lesson 21: Dealing with Negative Peer Pressure
Unit 4: Lesson 18: Solving Problems Part 2
Unit 4: Lesson 21: Dealing with Negative Peer Pressure
Unit 4: Lesson 17: Solving Problems Part 1
Grade 4
Unit 3: Lesson 16: Problem Solving Part 1
Unit 3: Lesson 17: Problem Solving Part 2
Unit 3: Lesson 18: Making a Plan
Unit 3: Lesson 19: Solving Playground Problems
Unit 3: Lesson 21: Dealing with Peer Pressure
Unit 3: Lesson 17: Problem Solving Part 2
Unit 3: Lesson 20: Taking Responsibility for Your Actions
Grade 5
Unit 3: Lesson 16: Solving Problems Part 1
Unit 3: Lesson 16: Solving Problems Part 2
Unit 3: Lesson 18: Making a Plan
Unit 3: Lesson 19 : Seeking Help
Unit 3: Lesson 21: Dealing with Peer Pressure
Unit 3: Lesson 20: Dealing with Gossip
Unit 3: Lesson 16: Solving Problems Part 2
GRADES 6-8
Demonstrate the ability to acknowledge problems in a variety of situations.
Grade 6
Unit 2: Lesson 1: Recognizing Bullying
Unit 2: Lesson 2: Common Types of Bullying
Grade 7
Unit 2: Lesson 8: What is Harassment?
Unit 2: Lesson 9: Gender-Based Harassment
Unit 2: Lesson 10: What is Sexual Harassment?
Unit 2: Lesson 11: The Effects of Sexual Harassment
Grade 8
Unit 2: Lesson 8: Understanding Bullying
Unit 2: Lesson 9: Social Factors that Contribute to Bullying
Unit 2: Lesson 10: Environmental Factors that Contribute to Bullying
Evaluate potential solutions to problems.
Unit 2: Lesson 10: Responding to Cyberbullying
Unit 2: Lesson 11: How to Be an Up-stander
Unit 2: Lesson 12: Standing Up and Staying Safe
Unit 2: Raising Awareness About Bullying
Unit 2: Lesson 12: Your Rights and Responsibilities
Unit 2: Lesson 13: Preventing Harassment
Unit 2: Lesson 11: Disrupting Factors that Contribute to Bullying 1
Unit 2: Lesson 12: Disrupting Factors that Contribute to Bullying 2
Unit 4: Lesson 25: Your Guide to Healthy Relationships
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
Unit 2: Lesson 12: Standing Up and Staying Safe
Unit 4: Lesson 22: Unhealthy Relationships
Unit 2: Lesson 9: Social Factors that Contribute to Bullying
Unit 2: Lesson 10: Environmental Factors that Contribute to Bullying
Unit 2 : Lesson 13: Stand Up and Disrupt
SANFORD HARMONY
SELF AWARENESS
GRADES K-2
Recognize and accurately label emotions and identify situations that cause those emotions
PK - Kinder
2.1 Recognizing Feelings
2.2 Predicting Feelings 2.3 Explaining Feelings
Grade 1-2
2.1 Recognizing Feelings
2.2 Predicting and Explaining Feelings
2.3 Relating Thoughts, Feelings, and Behaviors
Differentiate between likes and dislikes 1.2 Discovering Commonalities 1.2 Discovering Commonalities
Accept Failure and demonstrate the ability to recover from perceived failures 2.7 Understanding that People Can Change 2.7 Understanding that People can Change
Identify and seek help when appropriate 3.3 Being Assertive
GRADES 3-5
Grade 3
Grade 4
Describe a variety of emotions, and understand how emotions are linked to behavior 2.1 Thought Connection 2.1 Pop That Thought Bubble
Grade 5
Stop, Think, and Cool Off 2.1 Thought Bubbles
2.2 Walking in Someone Else’s Shoes
Describe interests to pursue and skills to develop
Develop a growth mindset of rigorous situations
Describe an activity or task in which help is needed to be successful
Think Like a Caterpillar
Caterpillar Thoughts
Think Like a Caterpillar 2.3 Caterpillar Thoughts
Thought Bubbles
To Change Like a Caterpillar
GRADES 6-8
Distinguish different levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
Grade 6
2.1 Thought Bubbles
2.2 Walking in Someone Else’s Shoes
Grade 7
Grade 8
SANFORD HARMONY
SELF-MANAGEMENT
GRADES K-2
Demonstrate self- control in a variety of settings
PK - Kinder
3.1 Listening to Others
3.2 Responding to Others
4.4 Being Considerate
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Utilize prescribed routines to understand physical and mental organizational strategies
GRADES 3-5
Grade 3
Grade 4
Grade 1-2
4.4 Recognizing How Behaviors Affect Others
2.7 Understanding that People can Change
Apply self-monitoring strategies to regulate emotions 4.2 Stop, Think, and Cool Off 4.2 Stop, Think, and Cool Off
Identify personal stressors
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time
2.3 Caterpillar Thoughts
Grade 5
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
Apply stress management strategies
Display endurance when facing adversity for the purpose of personal growth
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
Grade 6
4.2 Name that Conflict Style
Grade 7
Grade 8
2.5 Critical Thinking in Practice
2.1 Thought Bubbles
2.3 To Change Like a Caterpillar
SANFORD HARMONY
SOCIAL AWARENESS
GRADES K-2
Identify a trusted adult for help when needed
Identify the feelings and perspectives of others
PK - Kinder
Grade 1-2
2.1 Recognizing Feelings
2.2 Predicting Feelings
2.3 Explaining Feelings
2.4 Having Empathy
Recognize and acknowledge individual differences in others
Describe positive qualities in others
1.2 Discovering Commonalities
1.3 Learning from Diversity
2.5 Understanding Stereotypes about People
4.4 Being Considerate
1.3 Learning from Diversity
5.1 Caring for Others
2.3 Relating Thoughts, Feelings, and Behaviors
2.4 Having Empathy
1.3 Learning from Diversity
2.5 Understanding Stereotypes about People
5.1 Caring for Others
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations
Describe feelings and perspectives of others
Grade 3
Grade 4
1.2 The Things We Have In Common 1.3 Learning Something New 2.2 Feeling Detectives 1.3 Learn Something New 2.2 Learning From Empathy 4.2 Stop, Think, and Cool Off
Grade 5
Differentiate between static and dynamic personal characteristics and accept static characteristics
2.2 Walking in Someone Else’s Shoes
1.2 The Things We Have In Common. 5.2 Friendship Pledge 1.3 Learn Something New 1.3 Learn Something New 5.1 What Makes a Friend
Demonstrate strategies for working and playing effectively with others 1.1 Who We Are 1.4 Our Classroom Identity 5.1 What Makes A Friend? 5.3 I’ve Got Your Back 1.1 Who We Are 1.2 The Things We Have in Common 1.4 Classroom Identity 5.1 What Makes a Friend?
5.2 Clique Busters
GRADES 6-8
Identify support at home, school, and in the community
Grade 6
Grade 7
1.1 Who We Are 1.2 The Things We Have in Common
3.2 The Communicator
5.2 I’ve Got Your Back
Grade 8
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
2.2 Walking in Someone Else’s Shoes
Analyze how people from diverse peer groups can learn from each other 1.1 Who We Are
1.2 The Things We Have in Common
5.1. What Makes a Friend
5.3 Talk It Out
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
1.3 Learn Something New 1.4 Classroom Identity 2.4 Thinking Outside the Box
I’ve Got Your Back
SANFORD HARMONY
RELATIONSHIP SKILL
GRADES K-2
Demonstrate verbal etiquette to foster better communication
Identify opportunities for social participation at home, school, and in the community
PK - Kinder
3.2 Responding to Others
3.3 Being Assertive
1.2 Discovering Commonalities
1.4 Building Community
2.5 Understanding Stereotypes about People
4.3 Cooperating
5.2 Being Inclusive
Demonstrate appropriate strategies for receiving feedback from others for selfimprovement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
1.1 Getting to Know One Another
1.2 Discovering Commonalities
4.3 Cooperating
5.2 Being Inclusive
2.5 Understanding Stereotypes about People
2.6 Understanding Stereotypes about Objects, Activities, and Roles
5.3 Making Amends and Forgiving
Grade 1-2
3.1 Listening and Responding to Others
3.2 Engaging in Conversation
3.3 Being Assertive
1.4 Building Community
2.5 Understanding Stereotypes about People
2.6 Understanding Stereotypes about Objects, Activities, and Roles
5.1 Caring for Others
1.1 Getting to Know One Another
1.2 Discovering Commonalities
4.3 Cooperating
5.2 Being Inclusive
2.6 Understanding Stereotypes about Objects, Activities, and Roles
4.3 Cooperating
5.3 Making Amends and Forgiving
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Grade 3
3.2 Communication Boosters: Listening and Supporting
2.4 Pop That Stereotype
Grade 4
3.1 Name that Communication Blooper
3.2 The Communicator
2.2 Learning from Empathy
2.4 Stereotype Detectives
3.3 Communication in the Environment
3.1 Communication Blooper or Booster
3.3 Collaboration in Action
3.3 Collaboration in Action
4.1 The Animals of Conflict
5.4 Battle the Bullies
Grade 6
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
2.5 Critical Thinking in Practice
3.1 Name that Communication Blooper
3.4 Communication in the Media
3.4 Collaboration in Action
1.4 Classroom Identity
3.1 Name that Communication Blooper
3.2 The Communicator
3.4 Collaboration in Action
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
4.1 The Animals of Conflict
4.2 Name that Conflict Style
4.4 Practice Makes Perfect
3.1 Name that Communication Blooper
3.2 The Communicator
3.4 Collaboration in Action
2.2 Learning from Empathy
2.4 Stereotype Detectives
4.1 Watch and Learn
5.4 Battle the Bullies
Grade 7
Grade
5
3.1 Name that Communication Blooper
3.2 The Communicator
2.5 Critical Thinking in Practice
3.4 Communication in the Media
3.4 Collaboration in Action
1.4 Classroom Identity
3.1 Name that Communication Blooper
3.2 The Communicator
3.4 Collaboration in Action
2.3 To Change Like a Caterpillar
2.4 Thinking Outside the Box
5.4 Battle the Bullies
Grade 8
SANFORD HARMONY
RESPONSIBLE DECISION-MAKING
GRADES K-2 PK - Kinder
Grade 1-2
Define a problem 4.1 Identifying Problems 4.1 Identifying Problems
Explain a problem solving process 4.1 Identifying Problems 4.2 Solving Problems 4.1 Identifying Problems 4.2 Solving Problems
Analyze potential consequences of choices 4.4 Recognizing How Behaviors Affect Others 5.2 Being Inclusive
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Grade 3
Grade 4
Grade 5
Practice Makes Perfect
5.4 Battle the Bullies
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
GRADES 6-8
Grade 6
Demonstrate the ability to acknowledge problems in a variety of situations. 4.4 Practice Makes Perfect
Grade 7
Grade 8
Evaluate potential solutions to problems. 4.3 Step It Up
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
3.4 Communication in the Media
SELF AWARENESS
GRADES K-2
Recognize and accurately label emotions and identify situations that cause those emotions
Differentiate between likes and dislikes
Accept Failure and demonstrate the ability to recover from perceived failures
Identify and seek help when appropriate
GRADES 3-5
Describe a variety of emotions, and understand how emotions are linked to behavior
Describe interests to pursue and skills to develop
Develop a growth mindset of rigorous situations
Describe an activity or task in which help is needed to be successful
1.1 A Mindful Minute
1.1 Take a Selfie
1.3 Take a Selfie with Partners
1.4 Mindful Minute
1.1 A Mindful Minute
1.1 Take a HALTED Selfie
1.2 Review Mindful Minute & Introduce Better Breathing
1.3 HALTED Moving & Stretching
GRADES 6-8
Distinguish difference levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
Grades 6-8 HE
Grade 6-8 PE
1.1 A Mindful Minute
1.3 Planting Flowers
SHAPE AMERICA
SELF-MANAGEMENT
GRADES K-2
Demonstrate self-control in a variety of settings
1.1 A Mindful Minute
1.2 Introduce Better Breathing
1.3 Review Mindful Minute & Better Breathing
1.3 Muscle Relaxation
1.4 Mindful Minute
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Utilize prescribed routines to understand physical and mental organizational strategies
GRADES 3-5
Apply self-monitoring strategies to regulate emotions
1.1 A Mindful Minute
1.3 Review a Mindful Minute and Better Breathing
1.3 Muscle Relaxation
1.4 Mindful Minute
Identify personal stressors 1.2. Review Mindful Minute and Introduce Better Breathing
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
Apply stress management strategies
Grades 6-8 HE
Grade 6-8 PE
1.3 Creating Calm (Words)
1.4 health.moves.minds Stations
1.1 A Mindful Minute
1.2 Review a Mindful Minute and Positive Self Talk
1.3 Planting Flowers
1.3 Review a Mindful Minute and Better Breathing; Introduce Mindful Senses
1.3 Muscle Relaxation
Display endurance when facing adversity for the purpose of personal growth
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
SOCIAL AWARENESS
GRADES K-2
Identify a trusted adult for help when needed
Identify the feelings and perspectives of others 1.2 Was This Respectful? 1.2 Don’t Bust the Water Balloon
Recognize and acknowledge individual differences in others
Describe positive qualities in others
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations
Describe feelings and perspectives of others
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
1.1 Mindful Parachute
1.2 Don’t Bust the Water Balloon
1.4 Sinking Island
GRADES 6-8
Identify support at home, school, and in the community
Grades 6-8 HE
Grade 6-8 PE
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
1.2 Analyzing the Power of Words
1.1 Kind of a Warm-Up
1.2 Flower Power
1.2 Four Corners
1.2 From Here to There
RELATIONSHIP SKILLS
GRADES K-2
Demonstrate verbal etiquette to foster better communication
Identify opportunities for social participation at home, school, and in the community
Demonstrate appropriate strategies for receiving feedback from others for selfimprovement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
1.1 Listening Ears & Body
1.2 Musical Spots & Respectful Listening
1.4 health. moves. minds. Stations
1.3 Hungry, Hungry Caterpillars
1.1 Meet & Greet
1.2 Musical Spots & Respectful Listening
1.4 health.moves.minds Stations
1.2 Was That Respectful?
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Grades 6-8 HE
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
1.1 Internal Voice as an Influence
Grade 6-8 PE
1.1 Skill Cues
1.1 Impact of Influences
1.2 Skill Practice: What Would You Do?
1.1 Team Building
RESPONSIBLE DECISION-MAKING
GRADES K-2
Define a problem
Explain a problem solving process
Analyze potential consequences of choices
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
GRADES 6-8
Demonstrate the ability to acknowledge problems in a variety of situations.
Grades 6-8 HE
1.4 Assessment: Analyzing a Past Decision
Grade 6-8 PE
Evaluate potential solutions to problems.
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
1.1 Skill Cues
1.1 Impact of Influences
1.2 Skill Practice: What Would You Do
1.1 Influence Snowballs
1.1 Impact of Influences
1.2 Modeling the Skill Cues: Web of Influences
1.2 Web of Influences
SELF AWARENESS
Grades 9-12
Create a plan for managing a variety of emotions. Triggers, Thoughts, Consequences
Analyze perceived limitations and create a plan leveraging strength to address limitations.
Demonstrate resiliences and a positive attitude for school and life
Advocate for oneself by creating “I” messages to present personal perspective
Dealing with the Negative
Confirmation Bias
Character Strength
Find the Positive
Dealing with the Negative
Mindsets
SELF-MANAGEMENT
Grades 9-12
Apply strategies to mitigate personal response to different levels of emotions
Create a long term plan for stress management throughout the lifespan
Consistently apply strategies for working hard in challenging settings
Apply strategies for developing and maintaining a growth mindset.
Apply strategies for developing and maintaining a growth mindset.
Create a plan for planning, prioritizing and management time independently to maximize efficiency.
Triggers, Thoughts, Consequences
Mindsets
SOCIAL AWARENESS
Grades 9-12
Evaluate and utilize available resources at home, school, and in the community.
Analyze the effect of personal behavior with reference to the feelings and perspectives of others and adjust personal behavior accordingly.
Demonstrate strategies for expressing understanding towards those who hold different beliefs.
Evaluate how society and cultural norms, morals, and values affect personal interactions.
RELATIONSHIP SKILLS
Grades 9-12
Evaluate the verbal and nonverbal cues from others to create differentiated communication plans.
Evaluate personal engagement in social situations at home, school and in the community and create a plan for personal growth
Apply appropriate limit setting strategies (Acknowledge feelings, communicate the limit, target alternatives.)
Demonstrate a variety of strategies for collaborating with peers, adults and others in the community.
Evaluate personal response to conflict and create a plan for personal growth in resolving conflict.
Active Constructive Response
Active Constructive Response
Mindsets II
Mindsets II
RESPONSIBLE DECISION-MAKING
Grades 9-12
Demonstrate the ability to accurately anticipate problems in a variety of situations.
Create a plan to apply the most appropriate solutions to problems.
Differentiate between emotional response and factual information surrounding situations.
Analyze how current choices affect one’s future.
Apply moral, personal, and ethical standards when making decisions.
Triggers, Thoughts, Consequences
SOURCES OF STRENGTH
SELF-AWARENESS
GRADES 3-5
Describe a variety of emotions, and understand how emotions are linked to behavior
Describe a variety of emotions, and understand how emotions are linked to behavior
2.1 Brain and Body Connections
2.2 Growing Balanced BrainTrees
2.4 Strengthening Our Branches and Leaves
Develop a growth mindset of rigorous situations 1.2 Stories of Strength
Describe an activity or task in which help is needed to be successful
GRADES 6-8
Distinguish difference levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
2.4 Strengthening Our Branches and Leaves
2.1 Brain and Body Connections
2.2 Growing Balanced BrainTrees
11.1 Health and Hydration
1.1 Discovering and Identifying Our Strengths
10.1 What Lifts Our Spirit
2.2 Growing Balanced BrainTrees
3.1 Understanding and Normalizing Sensations, Emotions, and Thoughts
SELF-MANAGEMENT
GRADES 3-5
Apply self-monitoring strategies to regulate emotions
1.3 Continued Stories of Strength
3.2 Big Emotions
3.3 Regulation Railroad
3.4 Practicing Regulation
Strength through Transitions
8.1 What Helps Me
Identify personal stressors 2.1 Brain and Body Connections
2.3 Stuck and Unstuck
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
8.2 Learning through Failure
Apply stress management strategies
1.3 Continued Stories of Strength
3.1 Understanding and Normalizing Sensations, Emotions, and Thoughts
3.2 Big Emotions
3.4 Practicing Regulation
8.1 What Helps Me
2.3 Stuck and Unstuck
2.4 Strengthening Branches and Leaves
3.3 Regulation Railroad
Strength through Transitions
Display endurance when facing adversity for the purpose of personal growth
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
1.2 Stories of Strength
8.2 Learning through Failure
2.4 Strengthening our Branches and Leaves
SOURCES OF STRENGTH
SOCIAL AWARENESS
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations
Describe feelings and perspectives of others
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
GRADES 6-8
Identify support at home, school, and in the community
4.1 Who Are the Helpers
4.2 Connecting to Help
5.1 Solar System of Support
7.1 What Makes a Mentor?
7.2 Learning from Mentors
4.2 Connecting to Help
6.2 What’s Your Perspective?
6.3 Belonging and Connection
6.1 What Makes a Positive Friend?
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
1.2 Stories of Strength
1.3 Continued Stories of Strength
4.1 Who Are the Helpers
4.2 Connecting to Help
5.1 Solar System of Support
7.1 What Makes a Mentor?
7.2 Learning from Mentors
4.2 Connecting to Help
6.2 What’s Your Perspective
6.3 Belonging and Connection
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice 6.3 Belonging and Connection
RELATIONSHIP SKILLS
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
1.2 Stories of Strength
4.2 Connecting to Help
5.2 Growing Our Family Support
1.1 Discovering and Identifying Our Strength
9.1 The Power of Generosity
1.2 Stories of Strength
6.1 What Makes a Positive Friend?
5.2 Growing Our Family Support
9.2 Practicing Generosity
6.2 What’s Your Perspective?
6.1 What Makes a Positive Friend?
SOURCES OF STRENGTH
RESPONSIBLE DECISION-MAKING
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
GRADES 6-8
Demonstrate the ability to acknowledge problems in a variety of situations.
Evaluate potential solutions to problems.
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
SELF AWARENESS
GRADES K-2
Recognize and accurately label emotions and identify situations that cause those emotions
Differentiate between likes and dislikes
Accept Failure and demonstrate the ability to recover from perceived failures
Identify and seek help when appropriate
GRADES 3-5
Describe a variety of emotions, and understand how emotions are linked to behavior
Describe interests to pursue and skills to develop
Develop a growth mindset of rigorous situations
Describe an activity or task in which help is needed to be successful
7.2 Get in the Zone
2.2 Explore Your Interests
4.4 Growth Mindset
GRADES 6-8
Distinguish different levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
GRADES 9-12
Create a plan for managing a variety of emotions.
Analyze perceived limitations and create a plan leveraging strength to address limitations.
Demonstrate resiliences and a positive attitude for school and life
Advocate for oneself by creating “I” messages to present personal perspective
1.1 Dream Big
1.3 Think Positive
2.1 Focus on Strengths
4.4 Grow Through Life
5.1 Treasure Yourself
4.1 Own Your Life
4.2 Overcoming Limiting Beliefs
2.4 Be Authentic
1.3 Think Positive
5.1 Treasure Yourself
6.1 Stretch Yourself
2.3 Take a Stand
6.2 Make A Difference
6.4 Create a Legacy
SELF MANAGEMENT
GRADES K-2
Demonstrate self-control in a variety of settings 1.3 Think Positive
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Utilize prescribed routines to understand physical and mental organizational strategies
GRADES 3-5
Apply self-monitoring strategies to regulate emotions
Identify personal stressors
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
Apply a goal setting process to work toward goal achievement
Identify strategies for planning, prioritizing, and managing time.
4.2 Overcome Limiting Beliefs
4.3 Focus Your Energy
1.3 Think Positive
4.1 Own Your Life
4.3 Focus Your Energy
7.4 Act with Purpose
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
Apply stress management strategies
Display endurance when facing adversity for the purpose of personal growth
1.3 Think Positive
Display indicators of a growth mindset 4.4 Grow Through Life
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
GRADES 9-12
Apply strategies to mitigate personal response to different levels of emotions
Create a long term plan for stress management throughout the lifespan
Consistently apply strategies for working hard in challenging settings
4.3 Focus Your Energy 7.4 Act with Purpose
1.3 Think Positive
Apply strategies for developing and maintaining a growth mindset. 4.4 Grow Through Life
Create a plan for monitoring progress toward personal and academic, short and long-term goal achievement.
Create a plan for planning, prioritizing and management time independently to maximize efficiency.
4.3 Focus Your Energy 7.4 Act with Purpose
SOCIAL AWARENESS
GRADES K-2
Identify a trusted adult for help when needed
Identify the feelings and perspectives of others
Recognize and acknowledge individual differences in others
Describe positive qualities in others
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations
Describe feelings and perspectives of others
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
3.3 Build Your Dream Team
3.1 Embrace Everyone
3.3 Build Your Dream Team
GRADES 6-8
Identify support at home, school, and in the community
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
GRADES 9-12
Evaluate and utilize available resources at home, school, and in the community.
Analyze the effect of personal behavior with reference to the feelings and perspectives of others and adjust personal behavior accordingly.
Demonstrate strategies for expressing understanding towards those who hold different beliefs.
Evaluate how society and cultural norms, morals, and values affect personal interactions.
3.3 Build Your Dream Team
3.1 Embrace Everyone
5.2 Be More Grateful
6.3 Receive Gracefully
6.3 Receive Gracefully
3.3 Build Your Dream Team
5.2 Be More Grateful
7.2 Get in the Zone
7.2 Get in the Zone
RELATIONSHIP SKILLS
GRADES K-2
Demonstrate verbal etiquette to foster better communication 5.2 Be More Grateful
Identify opportunities for social participation at home, school, and in the community
Demonstrate appropriate strategies for receiving feedback from others for selfimprovement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
7.2 Get in the Zone
6.3 Receive Gracefully
1.3 Think Positive
3.1 Embrace Everyone
3.3 Build Your Dream Team
5.2 Be More Grateful
Analyze social situations at home, school, and in the community 7.1 Embrace Every Moment
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
6.3 Receive Gracefully
7.2 Get in the Zone
3.1 Embrace Everyone
3.3 Build Your Dream Team
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
GRADES 9-12
Evaluate the verbal and nonverbal cues from others to create differentiated communication plans.
Evaluate personal engagement in social situations at home, school and in the community and create a plan for personal growth
Apply appropriate limit setting strategies (Acknowledge feelings, communicate the limit, target alternatives.)
Demonstrate a variety of strategies for collaborating with peers, adults and others in the community.
Evaluate personal response to conflict and create a plan for personal growth in resolving conflict.
5.2 Be More Grateful
6.3 Receive Gracefully
3.3 Build Your Dream Team
3.2 Maximize Positive Relationships
5.2 Be More Grateful
1.1 Dream Big
3.2 Maximize Positive Relationships
3.1 Embrace Everyone
3.3 Build Your Dream Team
7.3 Let Yourself Be Vulnerable
1.1 Dream Big
7 MINDSETS
RESPONSIBLE DECISION-MAKING
GRADES K-2
Define a problem
Explain a problem solving process
Analyze potential consequences of choices 1.1 Dream Big
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions
4.1 Own Your Life
GRADES 6-8
Demonstrate the ability to acknowledge problems in a variety of situations.
Evaluate potential solutions to problems. 7.4 Act with Purpose
Analyze factual information surrounding situations 7.4 Act with Purpose
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
GRADES 9-12
Demonstrate the ability to accurately anticipate problems in a variety of situations.
Create a plan to apply the most appropriate solutions to problems.
Differentiate between emotional response and factual information surrounding situations.
7.1 Embrace Every Moment 7.2 Get in the Zone
Analyze how current choices affect one’s future. 1.1 Dream Big
Apply moral, personal, and ethical standards when making decisions.
WHY TRY
SELF AWARENESS
GRADES K-2
Recognize and accurately label emotions and identify situations that cause those emotions
Differentiate between likes and dislikes
Accept Failure and demonstrate the ability to recover from perceived failures
Identify and seek help when appropriate
GRADES 3-5
Describe a variety of emotions, and understand how emotions are linked to behavior
Describe interests to pursue and skills to develop The Motivation Formula
Develop a growth mindset of rigorous situations Climbing Out
GRADES 6-8
Distinguish difference levels of emotions and explain the physical reaction to various emotions.
Identify personal strengths and the skills required to develop those strengths
Understand the relationship between effort, attitude, and achievement
Distinguish between personal feelings and how one is expected to feel in a variety of situations
GRADES 9-12
Create a plan for managing a variety of emotions.
Analyze perceived limitations and create a plan leveraging strength to address limitations.
Demonstrate resiliences and a positive attitude for school and life
Advocate for oneself by creating “I” messages to present personal perspective
Tearing Off Your Label
Jumping Your Hurdles
Time, Effort, & Desire
Tearing Off Your Label
The Motivation Formula
WHY TRY SELF MANAGEMENT
GRADES K-2
Demonstrate self- control in a variety of settings
Define stress
Identify what it means to be responsible and list personal responsibilities
Utilize self-talk for the purpose of self-motivation
Identify goals for academic success and classroom behavior
Utilize prescribed routines to understand physical and mental organizational strategies
GRADES 3-5
Apply self-monitoring strategies to regulate emotions
Identify personal stressors
Display consistent behaviors to meet personal responsibilities
Identify internal and/or external motivating factors in a variety of situations
The Reality Ride Defense Mechanisms
The Motivation Formula Lift the Weight
The Reality Ride Defense Mechanisms
The Wall
Apply a goal setting process to work toward goal achievement Time, Effort, and Desire
Identify strategies for planning, prioritizing, and managing time.
GRADES 6-8
Explain possible outcomes of expressing emotions in various ways
Apply stress management strategies
Display endurance when facing adversity for the purpose of personal growth
Display indicators of a growth mindset
Create and Monitor personal academic goals to meet identified needs
Apply strategies for planning, prioritizing, and managing time
GRADES 9-12
Apply strategies to mitigate personal response to different levels of emotions
Create a long term plan for stress management throughout the lifespan
Consistently apply strategies for working hard in challenging settings
Apply strategies for developing and maintaining a growth mindset.
Create a plan for monitoring progress toward personal and academic, short and long-term goal achievement.
Create a plan for planning, prioritizing and management time independently to maximize efficiency.
The Reality Ride Defense Mechanisms
Jumping Your Hurdles
Time, Effort, & Desire
Time, Effort, & Desire
The Reality Ride
The Motivation Formula
Time, Effort, & Desire
Time, Effort, & Desire
WHY TRY
SOCIAL AWARENESS
GRADES K-2
Identify a trusted adult for help when needed The Motivation Formula
Identify the feelings and perspectives of others
Recognize and acknowledge individual differences in others
Describe positive qualities in others
GRADES 3-5
Demonstrate appropriate strategies to ask for help in a variety of situations Get Plugged In
Describe feelings and perspectives of others
Differentiate between static and dynamic personal characteristics and accept static characteristics
Demonstrate strategies for working and playing effectively with others
GRADES 6-8
Identify support at home, school, and in the community
Get Plugged In Climbing Out
The Motivation Formula
Demonstrate the ability to anticipate feelings and perspectives of others in a variety of situations
Analyze how people from diverse peer groups can learn from each other
Evaluate strategies for being respectful of others and opposing stereotyping and prejudice
GRADES 9-12
Evaluate and utilize available resources at home, school, and in the community.
Analyze the effect of personal behavior with reference to the feelings and perspectives of others and adjust personal behavior accordingly.
Demonstrate strategies for expressing understanding towards those who hold different beliefs.
Evaluate how society and cultural norms, morals, and values affect personal interactions.
Tearing Off Your Label
The Motivation Formula Get Plugged In
Tearing Off Your Label Lift the Weight
WHY TRY RELATIONSHIP SKILLS
GRADES K-2
Demonstrate verbal etiquette to foster better communication
Identify opportunities for social participation at home, school, and in the community
Demonstrate appropriate strategies for receiving feedback from others for selfimprovement and to promote group effectiveness
Describe approaches for making and keeping friends
Identify conflict in various situations
GRADES 3-5
Demonstrate non-verbal etiquette to foster better communication
Analyze social situations at home, school, and in the community
Demonstrate appropriate strategies for providing and receiving feedback to promote group effectiveness
Recognize and respond to social cues in a manner that builds and maintains healthy relationships
Differentiate between conflict and bullying
Climbing Out
Climbing Out
GRADES 6-8
Demonstrate proper etiquette when communicating electronically
Demonstrate appropriate responses to social situations at home, school, and in the community.
Demonstrate cooperation and teamwork to promote group effectiveness
Explain an approach to limit setting
Apply conflict resolution strategies in a variety of situations
GRADES 9-12
Evaluate the verbal and nonverbal cues from others to create differentiated communication plans.
Evaluate personal engagement in social situations at home, school and in the community and create a plan for personal growth
Apply appropriate limit setting strategies (Acknowledge feelings, communicate the limit, target alternatives.)
Demonstrate a variety of strategies for collaborating with peers, adults and others in the community.
Evaluate personal response to conflict and create a plan for personal growth in resolving conflict.
Climbing Out
Climbing Out
Climbing Out
WHY TRY
RESPONSIBLE DECISION-MAKING
GRADES K-2
Define a problem
Explain a problem solving process
Analyze potential consequences of choices The Reality Ride
Explain the differences between safe and risky behaviors
List age appropriate responsibilities at home and school
GRADES 3-5
Identify problems in a variety of situations
Apply strategies to appropriately solve problems
Utilize refusal skills
Compare and contrast the potential outcomes of engaging in safe and risky behaviors
Demonstrate personal responsibility for decisions Climbing Out
GRADES 6-8
Demonstrate the ability to acknowledge problems in a variety of situations.
Evaluate potential solutions to problems.
Analyze factual information surrounding situations
Recognize unsafe of high risk situations and utilize strategies to remove oneself
Evaluate how external influences such as media, peers, and/ or cultural norms influence personal behavior
GRADES 9-12
Demonstrate the ability to accurately anticipate problems in a variety of situations.
Create a plan to apply the most appropriate solutions to problems.
Differentiate between emotional response and factual information surrounding situations.
Analyze how current choices affect one’s future.
Apply moral, personal, and ethical standards when making decisions.
The Wall
The Reality Ride