Late High School (11-12):

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 examine how the expression of their thoughts and emotions in different contexts affects self and others. 1A.5a. 

      • I can identify express their emotions in increasingly complex situations to advocate for their needs and wants. 1A.5b. 

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 Implement a plan to build on a personal strength or address a challenge while honoring the value, authenticity, and dignity of self. 1B.5a. 

• I can participate meaningfully and assess ways involvement in their community can support identity development and encourage aspirations. 1B.5b. 

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

• I can identify personal and systemic resources to mitigate barriers to achieving goals, including those related to oppression, power, and privilege. 1C.5a.

• I can identify and apply strategies intended to address their obstacles in working toward goals beyond high school. 1C.5b.

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 demonstrate empathy for the unique lived experiences of others and their differing perspectives. 2A.5a.

• I can practice self-reflection to better understand self and others. 

• I can Demonstrate empathy and communication skills to work collaboratively across lines of difference in groups. 2A.5b.

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 community-building strategies that honor contributions and differences of individuals and social and cultural groups across lines of difference. 2B.5a. 

• I can advocate for the well-being and rights of others and reflect on how the responsibility to stand up to exclusion, prejudice, and injustice contributes to the common good. 2B.5b.    

• I can evaluate strategies for being kind to self and others, and for responding to stereotyping, prejudice, and microaggressions. 2B.5c.

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

• I can reflect on the results of using communication and social skills in daily interactions with peers, teachers, and families and develop strategies to improve in areas that are challenging. 2C.5a.

• I can assess the impact of their participation in groups working to effect community change. 2C.5b.

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 self-assess conflict-resolution skills and develop a plan to strengthen them. 2D.5a. 

• I can practice using negotiation skills to reach solutions that value identities, relationships, and promote social justice. 2D.5b. 

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 apply critical thinking skills to evaluate social context and systems to inform decisions that support the wellbeing of self and others. 3A.5a.

• I can examine how societal expectations shape decisions and actions and vary across groups and cultures. 3A.5b.

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

• I can analyze how current decisionmaking affects college, career, and personal life choices. 3B.5a.

• I can evaluate how decisionmaking regarding equity, diversity, and fairness affects interpersonal and intergroup relationships, and ways decisionmaking can support civic engagement. 3B.5b.

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

• I can participate cooperatively with others to plan, implement, and evaluate civic capstone projects to meet identified school needs. 3C.5a.

• I can work cooperatively with others to plan, implement, and evaluate a civic capstone project that addresses a social injustice identified in the local or global community. 3C.5b.