Early Elementary (K-2):

Goal 1: Develop a self-awareness that nurtures and affirms a strong sense of identity, informs decisions about their actions, and builds a sense of agency. 

A. Identify  and understand emotions and how emotions impact behavior.  Use of this understating to inform actions.

• • • • I can recognize and name basic emotions, where I feel them in my body and situations when  I might  feel these emotions.

      • I can identify and regulate my emotions using techniques , such as belly breathing, that promote my well-being 

B. Discover and reflect on aspects of personal and group identity such as characteristics, qualities, and interests, including those rooted   in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc. Identify external resources that s       support or contribute to identity development. 

• I can describe my likes, dislikes and personal strengths

• I can identify family, peer, school, and community strengths and supports that contribute to my identity. 

C. Demonstrate skills related to setting and working toward personal and academic goals. 

• I can identify and set short-term personal or academic goals. 

• I can describe how learning is helpful to my personal and academic growth. 

Goal 2: Use social awareness and interpersonal skills to establish and maintain positive relationships that nurture a sense of belonging

A. Recognize and build empathy for the feelings and perspectives of others.  

• I can recognize that others may experience situations differently from them. 

• I can use listening skills to identify the feelings and perspectives of others. 

B. Recognize and affirm individual identities, individual and group similarities and differences, including those rooted in culture,

  ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc. 

• I can recognize ways that I am similar and different from others. 

• I can express respectful curiosity about the history and lived experiences of others. 

• I can recognize bullying behaviors and practice safety and courage in seeking help from a trusted adult to respond. 

C: Use communication and social skills to interact effectively with others who may be different. 

• I can identify ways to interact with others that protect personal and collective safety and wellbeing, including establishing, maintaining, and respecting boundaries. 

• I can demonstrate social adaptability that considers community and personal wellbeing. 

D. Demonstrate the ability to prevent, manage, or resolve conflicts, including those that involve injustice or are related to culture,

     ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc. 

• I can identify opportunities, challenges, and conflicts commonly experienced by myself and my peers. 

• I can communicate my needs and wants clearly with my peers and trusted adults.

• I can identify ways to  navigate conflicts with adult support. 

Goal 3:  Demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, family, school, and community contexts. 

A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions. 

• I can explain how my actions impact me and others

• I can create, understand, and practice shared classroom expectations that support the wellbeing of self and others. 

B:  Apply decision making skills to influence outcomes and strengthen agency in social and academic life. 

• I can identify a range of decisions I make at school and at home and the effects of those decisions. 

• I can apply a simple decision-making approach to make intentional choices when I am interacting across lines of difference. 

C. Take action to support the wellbeing of  school and community, including taking stands against bias and injustice. 

• I can identify ways I can help my classroom community. 

• I can identify ways they can help their family.