Early High School (9-10):

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 experience complex thoughts and feelings with awareness of the effect on my mind and body. 

      • I can effectively express complex thoughts and emotions with trusted peers or adults. 

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       support or contribute to identity development. 

• I can build my self-confidence through use of positive self-talk, using affirmations, practicing gratitude, and using personal strengths to problem-solve. 1B.4b. 

• I can identify positive adult role models and support systems. Analyze if and how they contribute to identity development. 

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

• I can develop one or more long-term goals and sequential action steps in working toward them. 1C.4a

• I can monitor progress toward longer-term goals, identifying indicators that align with their priorities, and acknowledging barriers within and beyond their influence. 1C.4b.  

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 reflect on the similarities and differences between their own perspectives and the perspectives of others, including those from different identity groups. 2A.4a

• I can Use their communication skills and respectful curiosity to better understand others’ feelings, perspectives, and life experiences. 2A.4b.

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 traits of a variety of cultures, including the dominant culture and their own culture, and understand how to negotiate their own identity in multiple spaces. 2B.4b.

• I can demonstrate ability to build and sustain meaningful relationships with individuals from different social and cultural groups and speak up with courage when harm has occurred.2B.4a.        

• I can reflect on the individual, cultural, and systemic impacts of stereotyping, prejudice, and microaggressions 2B.4c 

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

• I can reflect on the ways requesting and providing support impacts a variety of relationships. 2C.4a. 

• I can reflect on their roles, efforts, and experiences across lines of difference in groups. 2C.4b.

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 analyze how communication strategies help to navigate conflicts. 2D.4a.

• I can apply conflict resolution skills to navigate individual and group relationships in a variety of contexts. 2D.4b.

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 demonstrate personal responsibility by making decisions that support the wellbeing of self and others. 3A.4a.

• I can evaluate how the expectations of different groups, including the expectations of those with social influence, power, and privilege, influence personal decisions and actions. 3A.4b. 

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

• I can generate possible solutions to challenges, anticipate potential consequences of decisions, and take intentional action toward desired outcomes. 3B.4a.

• I can apply decision making skills to establish mutually supportive interpersonal and intergroup relationships. 3B.4b. 

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

• I can plan, implement, and evaluate their participation in service-learning to improve school culture and climate. 3C.4a. 

• I can plan, implement, and evaluate their participation in service learning to build greater social justice within their local community. 3C.4b.