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Goal 1: Develop self-awareness and self-management skills to achieve school and life success. |
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A. Identify and manage one's emotions and behavior.
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| Early Elementary |
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1A.1a. Recognize and accurately label emotions and how they are linked to behavior. |
Feelings |
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1A.1b. Demonstrate control of impulsive behavior. |
Resolving Conflict |
| Late Elementary |
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1A.2a. Describe a range of emotions and the situations that cause them. |
Feelings |
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1A.2b. Describe and demonstrate ways to express emotions in a socially acceptable manner. |
Problems in Families |
| Middle/Jr High |
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1A.3a. Analyze factors that create stress or motivate successful performance. |
Stress Me Out! |
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1A.3b. Apply strategies to manage stress and to motivate successful performance. |
Talking Skills |
| Early High School |
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1A.4a. Analyze how thoughts and emotions affect decision making and responsible behavior. |
Feelings and Mental Health |
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1A.4b. Generate ways to develop more positive attitudes. |
In My Own Eyes |
| Late HighSchool |
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1A.5a. Evaluate how expressing one's emotions in different situations affects others. |
Assert Yourself |
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1A.5b. Evaluate how expressing more positive attitudes influences others. |
Listen to What I Say |
B. Recognize personal qualities and external supports.
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| Early Elementary |
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1B.1a. Identify one's likes and dislikes, needs and wants, strengths and challenges. |
I'm Unique |
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1B.1b. Identify family, peer, school, and community strengths. |
People We Admire |
| Late Elementary |
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1B.2a. Describe personal skills and interests that one wants to develop. |
Caring for Self and Others |
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1B.2b. Explain how family members, peers, school personnel, and community members can support school success and responsible behavior. |
Families Give and Receive |
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Caring for Others |
| Middle/Jr. High |
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1B.3a. Analyze how personal qualities influence choices and successes. |
Positive Influence |
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1B.3b. Analyze how making use of school and community supports and opportunities can contribute to school and life success. |
Friends, Friends, Friends |
| Early H.S. |
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1B.4a. Set priorities in building on strengths and identifying areas for improvement. |
Analyzing Relationships |
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1B.4b. Analyze how positive adult role models and support systems contribute to school and life success. |
Consensus Decision Making |
| Late H.S. |
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1B.5a. Implement a plan to build on a strength, meet a need, or address a challenge. |
Consensus Decision Making |
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1B.5b. Evaluate how developing interests and filling useful roles support school and life success. |
Personal Standards |
C. Demonstrate skills related to achieving personal and academic goals.
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| Early Elementary |
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1C.1a. Describe why school is important in helping students achieve personal goals. |
Hazardous to My Health |
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1C.1b. Identify goals for academic success and classroom behavior. |
Let's Feed Our Bodies |
| Late Elementary |
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1C.2a. Describe the steps in setting and working toward goal achievement. |
Decisions About Tobacco and Health |
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1C.2b. Monitor progress on achieving a short-term personal goal. |
Healthful Snacks |
| Middle/Jr. High |
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1C.3a. Set a short-term goal and make a plan for achieving it. |
Food Guide Pyramid |
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1C.3b. Analyze why one achieved or did not achieve a goal. |
Looking at Barriers |
| Early H.S. |
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1C.4a. Identify strategies to make use of resources and overcome obstacles to achieve goals. |
All Choices Have Consequences |
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1C.4b. Apply strategies to overcome obstacles to goal achievement. |
Consensus Decision Making |
| >Late H.S. |
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1C.5a. Set a post-secondary goal with action steps, timeframes, and criteria for evaluating achievement. |
Primary Prevention
(Universal Prevention) |
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1C.5b. Monitor progress toward achieving a goal, and evaluate one's performance against criteria. |
Physical Activity-
How to Reap Its Benefits |
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Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships. |
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A: Recognize the feelings and perspectives of others.
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| Early Elementary |
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2A.1a. Recognize that others may experience situations differently from oneself. |
Feelings |
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2A.1b. Use listening skills to identify the feelings and perspectives of others. |
Expressing Uncomfortable Feelings |
| Middle Elementary |
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2A.2a. Identify verbal, physical, and situational cues that indicate how others may feel. |
How to Listen |
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2A.2b. Describe the expressed feelings and perspectives of others. |
How to Listen |
| Middle/Jr. High |
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2A.3a. Predict others' feelings and perspectives in a variety of situations. |
Listening Skills |
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2A.3b. Analyze how one's behavior may affect others. |
Resolving Conflicts |
| Early H.S. |
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2A.4a. Analyze similarities and differences between one's own and others' perspectives. |
Respect in Relationships |
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2A.4b. Use conversation skills to understand others' feelings and perspectives. |
Active Listening and Assertiveness |
| Late H.S. |
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2A.5a. Demonstrate how to express understanding of those who hold different opinions. |
Negotiation |
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2A.5b. Demonstrate ways to express empathy for others. |
Mediation |
B: Recognize individual and group similarities and differences.
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| Early Elementary |
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2B.1a. Describe the ways that people are similar and different. |
Family Connections |
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2B.1b. Describe positive qualities in others. |
People We Admire |
| Late Elementary |
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2B.2a. Identify differences among and contributions of various social and cultural groups. |
Caring for Self and Others |
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2B.2b. Demonstrate how to work effectively with those who are different from oneself. |
Family Connections |
| Middle/Jr. High |
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2B.3a. Explain how individual, social, and cultural differences may increase vulnerability to bullying and identify ways to address it. |
Avoiding Gangs and Bullies |
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2B.3b. Analyze the effects of taking action to oppose bullying based on individual and group differences. |
Dealing with Bullying |
| Early H.S. |
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2B.4a. Analyze the origins and negative effects of stereotyping and prejudice. |
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2B.4b. Demonstrate respect for individuals from different social and cultural groups. |
Personal Standards |
| Late H.S. |
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2B.5a. Evaluate strategies for being respectful of others and opposing stereotyping and prejudice. |
Active Listening and Assertiveness |
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2B.5b. Evaluate how advocacy for the rights of others contributes to the common good. |
Conserving Natural Resources |
C: Use communication and social skills to interact effectively with others.
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| Early Elementary |
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2C.1a. Identify ways to work and play well with others. |
Other Ways to Stay Safe |
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2C.1b. Demonstrate appropriate social and classroom behavior. |
Conflict Resolution |
| Late Elementary |
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2C.2a. Describe approaches for making and keeping friends. |
Friends |
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2C.2b. Analyze ways to work effectively in groups. |
How to Listen |
| Middle/Jr. High |
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2C.3a. Analyze ways to establish positive relationships with others. |
Recognizing Respect |
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2C.3b. Demonstrate cooperation and teamwork to promote group effectiveness. |
Recognizing Respect |
| Early H.S. |
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2C.4a. Evaluate the effects of requesting support from and providing support to others. |
Communicating to Stay
Smoke-Free |
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2C.4b. Evaluate one's contribution in groups as a member and leader. |
Assert Yourself |
| Late H.S. |
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2C.5a. Evaluate the application of communication and social skills in daily interactions with peers, teachers, and families. |
Active Listening and Assertiveness |
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2C.5b. Plan, implement, and evaluate participation in a group project. |
Consensus Decision Making |
D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.
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| Early Elementary |
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2D.1a. Identify problems and conflicts commonly experienced by peers. |
Expressing Uncomfortable Feelings |
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2D.1b. Identify approaches to resolving conflicts constructively. |
Conflict Resolution |
| Late Elementary |
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2D.2a. Describe causes and consequences of conflicts. |
Feelings |
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2D.2b. Apply constructive approaches in resolving conflicts. |
Conflict Resolution |
| Middle/Jr. High |
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2D.3a. Evaluate strategies for preventing and resolving interpersonal problems. |
Avoiding Conflicts |
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2D.3b. Define unhealthy peer pressure and evaluate strategies for resisting it. |
Saying the Right Thing |
| Early H.S. |
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2D.4a. Analyze how listening and talking accurately helps in resolving conflicts. |
Listening Skills |
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2D.4b. Analyze how conflict-resolution skills contribute to work within a group. |
The Skill of Communication |
| Late H.S. |
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2D.5a. Evaluate the effects of using negotiation skills to reach win-win solutions. |
Negotiation |
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2D.5b. Evaluate current conflict-resolution skills and plan how to improve them. |
Anger Management |
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Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. |
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A: Consider ethical, safety, and societal factors in making decisions.
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| Early Elementary |
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3A.1a. Explain why unprovoked acts that hurt others are wrong. |
Respect for Self and Others |
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3A.1b. Identify social norms and safety considerations that guide behavior. |
Other Ways to Stay Safe |
| Middle Elementary |
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3A.2a. Demonstrate the ability to respect the rights of self and others. |
I'm Unique |
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3A.2b. Demonstrate knowledge of how social norms affect decision making and behavior. |
Caring for Self and Others |
| Middle/Jr. High |
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3A.3a. Evaluate how honesty, respect, fairness, and compassion enable one to take the needs of others into account when making decisions. |
Friends, Friends, Friends |
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3A.3b. Analyze the reasons for school and societal rules. |
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| Early H.S. |
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3A.4a. Demonstrate personal responsibility in making ethical decisions. |
Setting Sexual Limits |
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3A.4b. Evaluate how social norms and the expectations of authority influence personal decisions and actions. |
DUI-Driving Under
the Influence of Alcohol |
| Late H.S. |
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3A.5a. Apply ethical reasoning to evaluate societal practices. |
DUI-Driving Under
the Influence of Alcohol |
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3A.5b. Examine how the norms of different societies and cultures influence their members' decisions and behaviors. |
DUI-Driving Under
the Influence of Alcohol |
B: Apply decision-making skills to deal responsibly with daily academic and social situations.
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| Early Elementary |
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3B.1a. Identify a range of decisions that students make at school. |
Drugs and Goals Don't Mix |
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3B.1b. Make positive choices when interacting with classmates. |
Yikes, Lice! |
| Late Elementary |
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3B.2a. Identify and apply the steps of systematic decision making. |
Decisions About Tobacco
and Health |
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3B.2b. Generate alternative solutions and evaluate their consequences for a range of academic and social situations. |
Decisions About Tobacco
and Health |
| Middle/Jr. High |
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3B.3a. Analyze how decision-making skills improve study habits and academic performance. |
Marijuana and THC |
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3B.3b. Evaluate strategies for resisting pressures to engage in unsafe or unethical activities. |
Positive Influence |
| Early H.S. |
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3B.4a. Evaluate personal abilities to gather information, generate alternatives, and anticipate the consequences of decisions. |
Access to Health Care Services |
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3B.4b. Apply decision-making skills to establish responsible social and work relationships. |
Respect in Relationships |
| Late H.S. |
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3B.5a. Analyze how present decision making affects college and career choices. |
Developing Self-care Skills |
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3B.5b. Evaluate how responsible decision making affects interpersonal and group relationships. |
All Choices Have Consequences |
C. Contribute to the well-being of one's school and community.
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| Early Elementary |
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3C.1a. Identify and perform roles that contribute to one's classroom. |
Family Roles and Diversity |
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3C.1b. Identify and perform roles that contribute to one's family. |
Responsibility |
| Late Elementary |
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3C.2a. Identify and perform roles that contribute to the school community. |
Ready to Recycle! |
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3C.2b.Identify and perform roles that contribute to one's local community. |
The Environment and
the Community |
| Middle/Jr. High |
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3C.3a. Evaluate one's participation in efforts to address an identified school need. |
Responsible for Recycling |
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3C.3b. Evaluate one's participation in efforts to address an identified need in one's local community. |
Responsible for Recycling |
| Early H.S. |
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3C.4a. Plan, implement, and evaluate one's participation in activities and organizations that improve school climate. |
Facts about Mental Illness |
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3C.4b. Plan, implement, and evaluate one's participation in a group effort to contribute to one's local community. |
Renewable, Reusable
or Recyclable? |
| Late H.S. |
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3C.5a. Work cooperatively with others to plan, implement, and evaluate a project to meet an identified school need. |
Selecting Effecitve
Treatment Methods |
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3C.5b. Work cooperatively with others to plan, implement, and evaluate a project that addresses an identified need in the broader community. |
Don't Waste a Drop |
