Middle School (6-8):

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 connections between my thoughts, feelings, and behaviors. 

      • I can apply self-regulation skills to effectively express emotions, including strong 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 identify how my personal strengths, challenges, experiences, and identities influence my choices and outcomes. 

• I can explore and assess school and community assets and opportunities to identify resources that will contribute to my identity development. 

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

• I can develop a plan and prioritize steps in working toward a goal. 

• I can monitor my progress on a short-term goal and make necessary adjustments to my plan to work toward that 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 practice perspective-taking to infer understanding of others’ thoughts, feelings, and intentions. 

• I can practice respectful curiosity to better understand others’ lived experiences. 

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 exchange ideas and beliefs with individuals and social and cultural groups across lines of difference through open-minded communication. 

• I can demonstrate understanding of how culture or life experience shapes communication within and between identity groups. 

• I can reflect on the role of bias against individual, social, and cultural differences in bullying, stereotyping, prejudice, and microaggressions. 

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

• I can practice empathy in order to establish and maintain positive relationships with individuals and groups across lines of difference

• I can demonstrate cooperation and teamwork to promote group wellbeing and collective efficacy. 

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 describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships. 

• I can practice strategies for responding constructively to conflict and relational aggression. 

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 consider how curiosity, honesty, fairness, and compassion enable me to take the needs and wants of myself and others into account when making decisions, including seeking help from an adult for a peer whose well-being may be endangered

• I can analyze the sources and effects of school and societal rules, including those that cause or perpetuate injustice, and their impact on individuals and groups. 

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

• I can reflect on how decision-making skills contribute to my study habits, academics, relationships, and participation in group activities in and out of school. 

• I can, as part of decision-making, consider strategies for making choices based on  my values that promote personal and collective safety and well-being. 

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

• I can participate in civic experiences such as community service to address identified needs in my school, including those rooted in bias and injustice, and reflect on their efforts.