late Elementary (3-5):

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 identify a range of increasingly complex emotions and possible causes.

      • I can identify and practice self-regulation skills and coping strategies that help me express my emotions. 

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 describe aspects of my identity, such as strengths, skills, beliefs, qualities, opinions, and interests, including those reflective of my membership in multiple identity groups. 

• I can explain how family members, peers, school personnel, and community members can support my identity development. 

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

• I can set a short-term goal and begin working toward it.

• I can identify steps in working toward a goal.

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 identify verbal, physical, and situational cues that indicate how others may feel.  

• I can communicate my understanding of the expressed 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 identify contributions of individuals and social and cultural groups across lines of difference.

• I can demonstrate ability to communicate across a variety of groups. 

• I can identify ways to respond when I experience or witness bullying and/or relational aggression, such as seeking support of a trusted adult, or demonstrating courage in speaking up for myself or a peer. 

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

• I can describe and practice approaches for developing and maintaining supportive relationships, including ways to respond to peer pressure.

• I can engage in strategies to work effectively and cooperatively across lines of difference 

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 strategies for preventing, managing, or navigating interpersonal conflicts. 

• I can apply simple approaches to navigating conflicts. 

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 consideration for the safety and well-being of myself and others. 

• I can demonstrate knowledge of how social expectations affect decision making and actions in multiple contexts. 

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

• I can identify and apply decision-making steps that consider impacts on myself and others.

• I can apply a decision-making approach that generates multiple solutions and evaluates the impact on myself and others for a range of academic and social situations. 

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

• I can identify ways I can take action to support my school community. 

• I can identify ways I can take action to support my local community.