The SELcurve Standards Framework

Clear, grade-by-grade SEL standards for Grades 2–5

608 standards across 30 core SEL skills and 5 CASEL-aligned units — built from research into what all 50 states and DC recommend for SEL.

608Standards

30Core SEL skills

5CASEL units

2–5Grades

Why we built it

SEL never had a Common Core. So we built one.

Math and reading have grade-by-grade standards every teacher knows. SEL doesn’t: CASEL names five competencies but not which skills belong in which grade, and every state handles SEL differently.

We documented what all 50 states and DC recommend and turned it into one framework: five standards per core skill, per grade — each with a student “I can” and a “You’ll see it when” for you.

How to read a standard

SAUnit-EMOSkill-3Grade-2Standard

Standard: The skill, written for you: what the student does and how you can observe it.
I can…: The same goal in student words — ready for the board or a lesson slide.
You’ll see it when…: What it looks like in your classroom, so you know the skill is there.

Grade

Self-Awareness

5 core skills · 100 standards

SA-EMO

Identifying My Feelings

Skill areasNaming & labeling feelings · Rating intensity · Reading body cues · Recognizing mixed feelings · Identifying triggers

How this skill grows

Grade 2Name current feeling with basic vocabulary; rate intensity 1–5; notice body cues; recognize two feelings at once; spot one personal trigger.

Grade 3Use more precise feeling words; describe how intensity changes across a situation; explain what body cues signal; identify trigger patterns.

Grade 4Differentiate similar feelings; describe intensity variation across settings; connect triggers to values and expectations.

Grade 5Use nuanced vocabulary to guide better responses; describe emotional patterns over time; catch early cues before escalation; analyze trigger roots.

SA-EMO-2-1Copy link StandardStudents name their current feeling using basic feeling words and say what situation sparked it. I can…I can say how I feel and what started it. You’ll see it when…Student points to the feelings chart and says "I feel [word] because [situation]" without being asked.

SA-EMO-2-2Copy link StandardStudents rate how strong their feeling is on a 1–5 scale and explain why the number fits. I can…I can show how big my feeling is. You’ll see it when…Student holds up fingers or points to a number and gives a brief reason: "I'm at a 4 because my heart is beating fast."

SA-EMO-2-3Copy link StandardStudents match at least one body cue (tight tummy, hot face, fast heart) to the feeling they are currently having. I can…I can notice what my body tells me. You’ll see it when…Student points to a body area and names the cue before or alongside naming the feeling.

SA-EMO-2-4Copy link StandardStudents describe having two different feelings about the same event and say which one is bigger right now. I can…I can have two feelings at once and say which is bigger. You’ll see it when…Student volunteers "I felt [A] AND [B]" and indicates a difference in size or strength between the two.

SA-EMO-2-5Copy link StandardStudents name one personal trigger for big feelings at school and say which feeling it usually sparks. I can…I can spot what sets off my big feelings and name the feeling that follows. You’ll see it when…Student says "When [trigger] happens, I get [feeling]" — naming both the trigger and the feeling it produces, without prompting.

SA-EMO-3-1Copy link StandardStudents use more precise feeling words (e.g., annoyed, anxious, disappointed) to name their feeling in context. I can…I can use a more exact word to say how I feel. You’ll see it when…Student moves beyond "mad/sad/happy" to use a specific secondary-emotion word and can explain the difference if asked.

SA-EMO-3-2Copy link StandardStudents rate how a feeling changes across a situation (before, at the peak, now) and explain what caused the shift. I can…I can track how big my feeling was, got, and is now. You’ll see it when…Student fills in a before/during/after rating and gives a cause for at least one change in intensity.

SA-EMO-3-3Copy link StandardStudents describe mixed feelings about one event and explain how the two feelings shifted in relation to each other. I can…I can explain how two feelings about the same thing changed. You’ll see it when…Student says "First I felt [A] more, then [B] got bigger when…" — describing the shift, not just labeling two feelings.

SA-EMO-3-4Copy link StandardStudents link two body cues to a named feeling and explain what those cues tell them about how their feeling is building. I can…I can read my body signs and say what they tell me about my feeling. You’ll see it when…Student names two specific body signals and explains what each reveals about their emotional state — e.g., "when my jaw tightens, that tells me I'm moving toward frustrated, not just a little annoyed."

SA-EMO-3-5Copy link StandardStudents identify a personal trigger pattern (person, place, or task type) and explain what feeling it typically produces and how quickly it tends to build. I can…I can spot my trigger pattern and describe what usually happens inside me when it's triggered. You’ll see it when…Student describes a pattern across more than one situation — "Every time I have to [task], I get [feeling] and it builds fast" — not just a single incident.

SA-EMO-4-1Copy link StandardStudents differentiate between two similar feelings (e.g., frustrated vs. disappointed) and cite evidence from the situation and body cues to support the distinction. I can…I can choose the exact feeling word and explain how I know. You’ll see it when…Student says "I think it's [word] not [word] because [specific body cue or situational detail]."

SA-EMO-4-2Copy link StandardStudents describe how their feeling intensity for the same emotion varies across settings (e.g., class, PE, group work) and explain what drives the difference. I can…I can notice how the same feeling is different in different places. You’ll see it when…Student compares intensity ratings across two settings and links each rating to a specific feature of that setting.

SA-EMO-4-3Copy link StandardStudents identify recurring body-cue patterns across different settings and explain what those patterns signal about an upcoming strong emotion. I can…I can spot my body's pattern in different places and use it as an early signal. You’ll see it when…Student describes a body-cue pattern across more than one setting and says what they now know to watch for.

SA-EMO-4-4Copy link StandardStudents explain mixed feelings about a single event and give a reason for each, referencing expectations, fairness, or effort. I can…I can explain two feelings and why each one is there. You’ll see it when…Student names two feelings and gives a "because" for each that goes beyond the surface event (e.g., "I'm proud because I worked hard" and "disappointed because it still wasn't right").

SA-EMO-4-5Copy link StandardStudents connect a recurring trigger to an underlying value, expectation, or need and explain the link. I can…I can say why my trigger happens — what it's really connected to. You’ll see it when…Student articulates "I get [feeling] when [trigger] because I really value/expect/need [X]" — showing the underlying connection, not just naming the trigger again.

SA-EMO-5-1Copy link StandardStudents use nuanced feeling words (e.g., apprehensive vs. scared; frustrated vs. resigned) and explain what the precise label reveals about the feeling that a broader word would miss. I can…I can choose the exact feeling word and explain what knowing that specific word shows me about my feeling. You’ll see it when…Student names the nuanced emotion word AND explains what specific information it provides about the feeling's nature or cause — the answer stays in literacy territory (what this feeling is, how it differs from a similar feeling) rather than moving to strategy selection.

SA-EMO-5-2Copy link StandardStudents describe their emotional patterns across multiple settings and over time using specific examples as evidence. I can…I can explain my feeling patterns using examples from different times and places. You’ll see it when…Student references multiple situations or days to describe a pattern — not just one moment — and uses specific examples as evidence.

SA-EMO-5-3Copy link StandardStudents notice and name early body cues before a feeling reaches full intensity and explain what those early signals are telling them. I can…I can catch my feeling early by listening to my body before it gets big. You’ll see it when…Student describes an early-stage body cue (not the peak) and articulates what it signals before the situation escalates.

SA-EMO-5-4Copy link StandardStudents weigh two or more mixed feelings about a complex situation and identify which feeling is most relevant to act on first. I can…I can sort through mixed feelings and decide which one matters most right now. You’ll see it when…Student articulates the tension between feelings AND gives a reasoned decision about which to address — not just listing both.

SA-EMO-5-5Copy link StandardStudents analyze how a recurring trigger connects to a personal value, need, or expectation, using examples from at least two situations. I can…I can explain what my triggers are really about and where they come from. You’ll see it when…Student connects the trigger to something deeper (a value, a need, an expectation) with evidence from more than one occasion.

End of Identifying My Feelings · Grade 2

SA-STR

Strengths & Interests

Skill areasIdentifying strengths · Providing evidence for strengths · Knowing interests · Applying strengths to tasks and roles · Using strengths for growth and goals

How this skill grows

Grade 2Name strengths and interests; match strengths to class roles; use strengths purposefully for a task; celebrate small wins.

Grade 3Give evidence for strengths across settings; connect interests to goals; plan how to use strengths; use feedback to revise.

Grade 4Match strengths to project roles; support peers with strengths; turn an interest into inquiry; build a mini portfolio.

Grade 5Set goals anchored to strengths; coach a peer; curate a portfolio; connect strengths to stretch areas.

SA-STR-2-1Copy link StandardStudents name two personal strengths and give one specific school example for each. I can…I can say two things I'm good at and when I used them. You’ll see it when…Student names two distinct strengths and links each to a real class moment — not two variations of the same idea.

SA-STR-2-2Copy link StandardStudents identify one interest area and explain why it excites or matters to them. I can…I can name something I love learning about and say why. You’ll see it when…Student gives a reason beyond "because it's fun" — what they like to find out or do within the interest area.

SA-STR-2-3Copy link StandardStudents match a personal strength to a class role or job and explain why it's a good fit. I can…I can pick a class job that uses my strength and say why it fits. You’ll see it when…Student gives a reason that references the strength ("I'm good at being careful, so I'd be good at materials manager"), not just "I want to do it."

SA-STR-2-4Copy link StandardStudents use a strength purposefully during a task and describe what the strength helped them do. I can…I can use my strength on purpose and say how it helped. You’ll see it when…After a task, student names which strength they used and what it helped them accomplish — not just that they "tried hard."

SA-STR-2-5Copy link StandardStudents celebrate a small win by naming the specific action (practice, focus, asking) that led to the success. I can…I can say what I actually did that helped me succeed. You’ll see it when…Student explains the win in terms of a behavior or effort ("I got it because I re-read the tricky part") rather than luck or ability alone.

SA-STR-3-1Copy link StandardStudents name two personal strengths and provide evidence from two different subjects or settings. I can…I can name my strengths and show proof from more than one place. You’ll see it when…Student gives two distinct evidence examples — different subjects, settings, or tasks — for each strength named.

SA-STR-3-2Copy link StandardStudents describe where a strength helps most and identify one context where it is less useful. I can…I can say where my strength works best and where it's less helpful. You’ll see it when…Student identifies both a high-fit and a lower-fit situation for the strength and gives a reason for each.

SA-STR-3-3Copy link StandardStudents connect an interest to a current learning goal and explain the link. I can…I can say how something I love connects to what I'm learning. You’ll see it when…Student articulates a genuine connection between an interest and a class topic or goal — not a forced pairing.

SA-STR-3-4Copy link StandardStudents plan a strength-based approach for an upcoming task (which strength, when to use it, how it helps) and follow through. I can…I can make a plan to use my strength on purpose. You’ll see it when…Student writes or says a plan with all three elements before starting the task — and applies it during the work.

SA-STR-3-5Copy link StandardStudents use peer or teacher feedback to revise a strength-based plan and try the updated version. I can…I can change my plan based on feedback and try it. You’ll see it when…Student identifies what they changed based on feedback (not just "made it better") and completes a second attempt using the revision.

SA-STR-4-1Copy link StandardStudents name three personal strengths with evidence from at least two different settings (subject, PE, group work). I can…I can name three strengths and show where I use them. You’ll see it when…Student lists three distinct strengths and anchors each to a specific, named setting or moment — not three variations of the same idea.

SA-STR-4-2Copy link StandardStudents choose a project role that matches a named strength and justify the fit using task demands, audience, or materials. I can…I can pick the job that fits my strength and explain why it's the right fit. You’ll see it when…Student gives a role-selection reason specific to the task context ("I chose writer because this audience is younger and I explain things clearly") — not generic.

SA-STR-4-3Copy link StandardStudents use one of their strengths to support a partner or group and describe how their contribution improved the shared result. I can…I can use my strength to help my group do better. You’ll see it when…Student explains both what they contributed AND the effect on the group outcome — not just "I helped."

SA-STR-4-4Copy link StandardStudents turn an interest into a specific inquiry question and outline at least one way to learn more (resource, person, or hands-on try). I can…I can turn my interest into a question and say how I'll find out. You’ll see it when…Student produces a question narrower than "learn about [topic]" and names a concrete next step for exploration.

SA-STR-4-5Copy link StandardStudents create a mini portfolio entry (a work sample with a short caption) showing a strength in action and what it helped produce. I can…I can show a strength with real proof and explain what it did for my work. You’ll see it when…Student selects evidence that genuinely reflects the strength — caption connects the strength to what the work shows, not just "I worked hard."

SA-STR-5-1Copy link StandardStudents name three signature strengths with evidence drawn from at least two sources (self-report, peer feedback, teacher input, or work samples). I can…I can identify my top strengths and back them up with proof from more than one source. You’ll see it when…Student presents multi-source evidence and can explain why the combination makes their claim more reliable.

SA-STR-5-2Copy link StandardStudents set one short-term academic goal and map how a named strength will help them reach it, with clear success criteria. I can…I can set a goal and explain exactly how my strength will help me get there. You’ll see it when…Student connects the strength to specific steps in the goal plan — not just "my strength will help" but "here's where I'll use it and what it will do."

SA-STR-5-3Copy link StandardStudents use one of their strengths to coach a peer on a task and reflect on the impact their coaching had. I can…I can use my strength to help someone else improve. You’ll see it when…Student describes both what they did while coaching AND what changed for the peer — specific impact, not just "I helped them."

SA-STR-5-4Copy link StandardStudents identify a stretch area, connect a personal strength to it, and monitor progress using a brief weekly tracker. I can…I can use a strength to improve a weak spot and track how it's going. You’ll see it when…Student's tracker has entries across the week and they can articulate what changed (or didn't) — not just intentions.

SA-STR-5-5Copy link StandardStudents curate a one-page portfolio (2–3 selected artifacts with captions) that documents a strength in action and what it produced. I can…I can show my strength with real examples and explain what each one proves. You’ll see it when…Student's portfolio includes genuinely selected pieces with captions that make a clear argument for the strength — not a random collection.

End of Strengths & Interests · Grade 2

SA-IDN

Personal Identity & Self-Acceptance

Skill areasSharing personal identity details · Recognizing similarities and differences · Building a positive self-concept · Practicing self-acceptance · Trying new things with confidence

How this skill grows

Grade 2Share safe personal facts; notice similarities and differences with classmates; say positive things about oneself; try new roles.

Grade 3Describe identity in multiple ways; explain how background shapes preferences; name positive self-qualities; respect others' identities.

Grade 4Set identity boundaries; write a self-acceptance statement; stay grounded when others' perceptions conflict with self-concept; take stretch roles with confidence.

Grade 5Navigate identity across social contexts; maintain a stable self-concept under mild social pressure; lead self-concept conversations.

SA-IDN-2-1Copy link StandardStudents share one safe personal fact (family, tradition, language at home, favorite celebration) with a partner or the class. I can…I can share something true about me. You’ll see it when…Student shares a personal detail voluntarily and without distress — a genuine fact, not just a surface preference.

SA-IDN-2-2Copy link StandardStudents notice one similarity and one difference between themselves and a classmate and share both without ranking. I can…I can find something we share and something different about us. You’ll see it when…Student mentions both a similarity and a difference in the same turn — and uses neutral language (not "better/worse") for the difference.

SA-IDN-2-3Copy link StandardStudents name two things they like about themselves (a quality or strength) with a school example for each. I can…I can say two things I like about me and show them. You’ll see it when…Student names two distinct positive qualities and links each to a real school moment — not two variations of the same idea.

SA-IDN-2-4Copy link StandardStudents acknowledge that classmates come from different backgrounds and name one positive thing about having different people in the class. I can…I can say something good about having different people around me. You’ll see it when…Student makes a genuine, reasoned positive comment about diversity — not a prompted filler.

SA-IDN-2-5Copy link StandardStudents try a new classroom role or task even when unsure and complete the first step. I can…I can try something new even if I'm not sure I can do it. You’ll see it when…Student accepts or self-selects an unfamiliar role and takes at least the first concrete action without refusing or shutting down.

SA-IDN-3-1Copy link StandardStudents describe two aspects of their identity (family background, language, tradition, or interest) using specific, respectful language. I can…I can describe two real things about who I am. You’ll see it when…Student gives two details that go beyond surface preferences — family origin, home language, meaningful tradition — using specific words.

SA-IDN-3-2Copy link StandardStudents describe one similarity and one difference between themselves and a classmate without implying one is superior. I can…I can say how we're alike and different, keeping both equal. You’ll see it when…Student names a difference and uses neutral or positive framing — no language that ranks one as better or more normal.

SA-IDN-3-3Copy link StandardStudents explain how a personal background detail or interest shapes one of their working preferences, and share it politely. I can…I can say how something about me affects how I like to work or learn. You’ll see it when…Student connects a background detail or value to a real classroom preference — frames it as "this is me," not an excuse.

SA-IDN-3-4Copy link StandardStudents name three positive things about themselves with evidence from school. I can…I can list three things I'm proud of about me. You’ll see it when…Student names three distinct positive qualities and anchors each to a specific school example — not repetitions.

SA-IDN-3-5Copy link StandardStudents take on a new classroom role, ask for the information they need, and complete the first two steps. I can…I can try a new role, ask what I need, and get started. You’ll see it when…Student asks at least one clarifying question and completes two observable steps — not just the first move.

SA-IDN-4-1Copy link StandardStudents share three safe identity details and name one type of personal information they prefer not to share in school settings. I can…I can share who I am and decide what stays private. You’ll see it when…Student both shares details AND articulates a boundary — naming a category of information as private, not just declining in the moment.

SA-IDN-4-2Copy link StandardStudents explain how one aspect of their identity connects to a personal value, interest, or learning preference, with a school example. I can…I can say how something about who I am shapes how I like to learn or what I care about. You’ll see it when…Student makes a specific connection between an identity detail and a classroom behavior or value — not a rehearsed or generic answer.

SA-IDN-4-3Copy link StandardStudents write a brief self-acceptance statement ("I am… and I'm proud of that because…") and identify one confident action they will take this week. I can…I can say something I accept and am proud of about myself — and do something with it. You’ll see it when…Student's statement references something real (not just "I'm kind") and the action item is concrete and school-relevant.

SA-IDN-4-4Copy link StandardStudents notice when someone else's description of them does not match how they see themselves, and use a brief self-affirmation to stay grounded in their own self-concept rather than absorbing the outside view. I can…I can notice when someone sees me differently than I see myself — and stay sure of who I am. You’ll see it when…Student names the mismatch specifically (not just "they were wrong") and produces a genuine self-affirmation that references something real about their identity — they stay grounded rather than shutting down or escalating.

SA-IDN-4-5Copy link StandardStudents choose a stretch role in a task, name a confidence strategy they will use, and complete the opening steps. I can…I can try a challenging role on purpose and use a confidence move. You’ll see it when…Student selects a role outside their comfort zone AND names a specific strategy before starting — and follows through with the opening steps.

SA-IDN-5-1Copy link StandardStudents describe their personal identity using three details and articulate what they prefer to keep private in school settings. I can…I can say who I am with confidence and know where I set limits. You’ll see it when…Student shares three genuine identity details AND frames the privacy boundary proactively — not reactively when asked.

SA-IDN-5-2Copy link StandardStudents explain how multiple aspects of their identity (background, values, interests) shape how they engage in school and with peers. I can…I can say how the different parts of who I am affect how I work and connect with others. You’ll see it when…Student integrates more than one identity element into a coherent explanation — not a list, but a genuine description of how they show up in school.

SA-IDN-5-3Copy link StandardStudents maintain a positive, stable self-concept when faced with mild social disagreement or teasing, using a named self-steadying strategy. I can…I can keep believing in myself when things feel uncomfortable. You’ll see it when…Student uses an observable self-steadying move and stays regulated — they don't shut down or escalate.

SA-IDN-5-4Copy link StandardStudents notice when social pressure is affecting how a peer sees themselves and choose one respectful action to counter it. I can…I can notice when someone else is being pulled down and do something kind about it. You’ll see it when…Student's action is targeted to the identity/self-concept issue — not just general kindness in the moment.

SA-IDN-5-5Copy link StandardStudents choose a stretch challenge, use a named confidence strategy, complete the first steps, and reflect on what the experience taught them about themselves. I can…I can push into something hard, stay confident, and learn something real about myself. You’ll see it when…Student completes the task AND articulates a specific self-discovery from the experience — not just "I did it," but "I learned that I…"

End of Personal Identity & Self-Acceptance · Grade 2

SA-VAL

Values & Integrity

Skill areasIdentifying values · Practicing honesty · Keeping commitments · Acting with integrity · Navigating values dilemmas and pressure

How this skill grows

Grade 2Name personal and class values; practice honesty in simple situations; keep small commitments; act with integrity; repair broken promises.

Grade 3Explain why values matter; show integrity without reminders; navigate a simple values choice; repair values mismatches.

Grade 4Choose value-aligned actions in complex situations; navigate dilemmas with competing values; use honest-and-kind language.

Grade 5Defend personal values under peer pressure; maintain integrity in higher-stakes moments; develop a personal values statement.

SA-VAL-2-1Copy link StandardStudents name two class values and give a specific school example of each one in action. I can…I can say two class values and show what they look like. You’ll see it when…Student names two distinct values (not the same idea twice) and gives a real, specific classroom example for each.

SA-VAL-2-2Copy link StandardStudents identify one personal value and describe a small classroom behavior that shows it. I can…I can say something I care about and show it in class. You’ll see it when…Student names a value they genuinely connect to — not just the expected answer — and points to a real recent behavior.

SA-VAL-2-3Copy link StandardStudents tell the truth about a small mistake and name the value (honesty, fairness, or care for others) that made them choose to be truthful. I can…I can tell the truth — and say which value helped me choose to be honest. You’ll see it when…Student tells the truth AND gives a values-based reason for it ("I told the truth because honesty matters to me / because it was fair") — the admission names both the truth and the value behind it, not just the act.

SA-VAL-2-4Copy link StandardStudents make a simple commitment ("I will [action] by [time]") to a task or class responsibility and follow through on it. I can…I can make a promise and keep it. You’ll see it when…Student completes the committed task within the agreed timeframe without a reminder from the teacher.

SA-VAL-2-5Copy link StandardStudents follow a class routine correctly whether or not the teacher is watching and explain why they did so. I can…I can do the right thing even when no one is watching. You’ll see it when…Student completes the routine without supervision and gives a values-based reason when asked ("because it's fair to everyone"), not just "so I don't get in trouble."

SA-VAL-3-1Copy link StandardStudents name one personal value and explain why it matters to them with a school example. I can…I can say a value I care about, why it matters, and show it. You’ll see it when…Student gives a "because" reason that is personal and genuine — not just repeating a class poster — with a real school example.

SA-VAL-3-2Copy link StandardIn a scenario, students identify the choice that best reflects a value they personally hold and explain how it connects to who they want to be — not just what the rules say. I can…I can pick the choice that reflects who I am — and say what I care about that makes it right for me. You’ll see it when…Student connects the choice to a value they genuinely identify with ("this is who I am / what I care about") — not a rule or a general ethical principle, but something personal.

SA-VAL-3-3Copy link StandardStudents tell the truth about a small mistake and name the impact it had on someone else. I can…I can tell the truth and say how it affected someone. You’ll see it when…Student goes beyond "I'm sorry" to name what the other person experienced as a result of the mistake.

SA-VAL-3-4Copy link StandardStudents make a commitment plan ("I will [action] by [time]") that includes a success check and follow through on it. I can…I can make a plan to keep a promise and check it. You’ll see it when…Student produces a plan with all three elements — action, time, success check — AND completes the commitment.

SA-VAL-3-5Copy link StandardAfter a values mismatch (a promise not kept or an unkind action), students name which value wasn't met and write a simple repair plan. I can…I can fix it when my actions don't match my values. You’ll see it when…Student identifies a specific value that was violated (not just "I did something bad") and writes a plan with at least one concrete repair action.

SA-VAL-4-1Copy link StandardStudents name two personal values and describe a specific behavior for each in two different settings. I can…I can show my values in more than one place. You’ll see it when…Student gives context-specific behaviors — different enough to show values-in-action, not values-in-theory.

SA-VAL-4-2Copy link StandardIn a realistic scenario, students choose the value-aligned action and justify it using the setting, the people involved, and timing. I can…I can pick the value-fit choice and say why it's right for this specific moment. You’ll see it when…Student's justification references at least two contextual factors (setting, people, timing) — not a generic values statement.

SA-VAL-4-3Copy link StandardStudents identify a simple values dilemma (two values in tension), name both values, choose an action, and explain the tradeoff. I can…I can make a choice when two values pull in different directions — and say what I'm trading off. You’ll see it when…Student names both competing values AND acknowledges that choosing one means giving something up from the other — not a clean "right answer."

SA-VAL-4-4Copy link StandardStudents use an honest-and-kind script to give truthful feedback or admit a mistake, without choosing honesty over kindness or vice versa. I can…I can be honest AND kind at the same time. You’ll see it when…Student's response includes both the truth (specific, not vague) and a respectful delivery — neither sugarcoated nor blunt.

SA-VAL-4-5Copy link StandardStudents make and keep a commitment that includes one likely obstacle and an if-then backup plan. I can…I can keep my promise even when something gets in the way. You’ll see it when…Student's plan names a real potential obstacle and an if-then response — AND they follow through despite the obstacle.

SA-VAL-5-1Copy link StandardStudents name two personal values and explain how one of them guided a real choice they made this month. I can…I can say which value guided a real choice I made — and how. You’ll see it when…Student references a specific choice and connects it to a named value with a genuine causal explanation — not a hypothetical.

SA-VAL-5-2Copy link StandardIn a values dilemma (e.g., fairness vs. loyalty), students choose and defend an action, name the tradeoff, and name a small step to honor the secondary value. I can…I can choose between values, defend my choice, and still respect what I didn't pick. You’ll see it when…Student names both values, chooses one as primary, gives a defense, AND names a small step toward the secondary value — not just picking a winner.

SA-VAL-5-3Copy link StandardStudents maintain their integrity under mild peer pressure using an assertive script that names a personal value and sets a clear boundary. I can…I can stand by my values when friends push me — without shutting them out. You’ll see it when…Student names the value behind the boundary — not just says no, but says why in values terms.

SA-VAL-5-4Copy link StandardStudents tell the truth in a higher-stakes moment, name the impact on the other person, and complete a concrete repair step. I can…I can be honest even when it's hard and make it right. You’ll see it when…Student follows through on the repair action — not just the apology — and can describe what changed as a result.

SA-VAL-5-5Copy link StandardStudents write a brief personal values statement and name two daily behaviors that demonstrate it. I can…I can say my values and show them every day. You’ll see it when…Student's statement names 2–3 values in their own words and the two behaviors are observable, school-relevant, and genuinely tied to the named values.

End of Values & Integrity · Grade 2

SA-REF

Self-Reflection & Growth Mindset

Skill areasSetting learning goals · Self-monitoring work progress · Learning from experience · Using growth mindset language · Owning outcomes

How this skill grows

Grade 2Set a simple goal; self-monitor with a checklist; name what helped; use growth mindset language when stuck; own outcomes.

Grade 3Set goals with a success criterion; use work evidence; use feedback to make one change; own outcomes with growth language.

Grade 4Build personal checklists and rubrics; compare work to criteria; link habits to outcomes; manage time.

Grade 5Analyze patterns across experiences; build a personal playbook; combine and sequence strategies; use multi-source feedback.

SA-REF-2-1Copy link StandardStudents set a simple "I can…" goal before starting a task. I can…I can say what I'm trying to do before I start. You’ll see it when…Student writes or says the goal before touching materials — not after asking "what are we doing?" mid-task.

SA-REF-2-2Copy link StandardStudents use a 2–3 step checklist to track their progress while working. I can…I can check my own steps while I work. You’ll see it when…Student refers to the checklist at least once mid-task (not just at the end) and marks each step.

SA-REF-2-3Copy link StandardStudents name one thing that went well after a task and the specific action that made it go well. I can…I can say what worked and what I did that helped. You’ll see it when…Student explains the win with a behavior ("It worked because I re-read the tricky part"), not just "I tried hard."

SA-REF-2-4Copy link StandardStudents name one specific next step for their next attempt ("Next time I will [specific action]"). I can…I can choose one thing to do differently next time. You’ll see it when…Student's "next time" is an action, not just an attitude — it describes what they'll actually do differently.

SA-REF-2-5Copy link StandardWhen stuck, students use growth mindset language ("I can't do it yet," "I'll try a different way") and make a second attempt. I can…I can keep trying even when it's hard. You’ll see it when…Student uses a "yet" or "try again" phrase unprompted and makes a visible second attempt — not just restates "it's hard."

SA-REF-3-1Copy link StandardStudents set a goal in "I can…" form that includes one success criterion (how they will know the goal is met). I can…I can say my goal and what done looks like. You’ll see it when…Student's goal includes both the intent AND a concrete criterion — not just "I can try."

SA-REF-3-2Copy link StandardStudents use a work sample to identify one piece of evidence that shows progress toward the success criterion. I can…I can show proof that I'm getting closer to my goal. You’ll see it when…Student points to a specific part of their work and connects it to the criterion — not just "I did good work."

SA-REF-3-3Copy link StandardStudents use peer or teacher feedback to identify one change to make, explain why they chose it, and make the revision. I can…I can use feedback to make one real change. You’ll see it when…Student makes a specific revision (not cosmetic) and can say which feedback prompted it and why they agreed.

SA-REF-3-4Copy link StandardStudents name one action they controlled (time, effort, asking for help) and explain how it affected their outcome. I can…I can say what I did that affected how my work turned out. You’ll see it when…Student names a controllable action and makes a genuine causal claim ("because I [did X], the work [improved/stayed stuck]").

SA-REF-3-5Copy link StandardStudents choose a learning strategy (tool, partner, place, or time) that addresses a specific gap the evidence showed. I can…I can pick a tool that matches what my work is missing. You’ll see it when…Student's chosen strategy directly targets the identified gap — not just a preferred strategy, but one that fits the specific problem.

SA-REF-4-1Copy link StandardStudents set a goal with two success criteria and name a midpoint check time. I can…I can say my goal, what good looks like, and when I'll check in. You’ll see it when…Student's goal has two distinct criteria AND a specific midpoint check time — not "when I'm done."

SA-REF-4-2Copy link StandardStudents build or use a personal checklist or simple rubric and apply it at both midpoint and end of the task. I can…I can check my work while I work — and check it again at the end. You’ll see it when…Student makes at least two separate check-in marks on the tool — one mid-task, one at the end.

SA-REF-4-3Copy link StandardStudents compare their work to the criteria, identify one specific gap, and revise only that part. I can…I can find the gap in my work and fix exactly that. You’ll see it when…Student makes a targeted revision — the change addresses the named gap specifically, not a general tidy-up.

SA-REF-4-4Copy link StandardStudents connect a personal habit (preparation, time use, asking for help) to a specific outcome and name one adjustment to that habit. I can…I can say how a habit affected my work — and name one specific change. You’ll see it when…Student makes a genuine habit-outcome connection and the adjustment is specific and actionable — not just "I could try harder."

SA-REF-4-5Copy link StandardStudents plan their time with a simple structure (timer or task segments) and adjust the plan if they fall off pace. I can…I can plan my time and change the plan when I need to. You’ll see it when…Student uses the timer or segment plan AND makes a visible adjustment mid-task when pace slips — not just continues regardless.

SA-REF-5-1Copy link StandardStudents set a goal with two success criteria and a two-checkpoint plan (midpoint and end). I can…I can say my goal, what success looks like, and when I'll check in twice. You’ll see it when…Student names both checkpoints before starting and visits both during the work — not just the final one.

SA-REF-5-2Copy link StandardStudents keep a 3–5 day learning log (task → strategy → result) and identify one pattern and one unexpected finding. I can…I can track my work, spot a pattern, and notice something I didn't expect. You’ll see it when…Student's log has entries across multiple days and the pattern and surprise are genuinely derived from the data — not invented.

SA-REF-5-3Copy link StandardStudents compare peer and teacher feedback, make a keep/change/stop decision, and implement one change with a reason. I can…I can weigh feedback from two sources and make a smart change. You’ll see it when…Student articulates a comparison between the two feedback sources and gives a reasoning chain for the choice — not just accepts one and ignores the other.

SA-REF-5-4Copy link StandardStudents select two strategies, sequence them with an if-then backup, and apply the full plan during a real task. I can…I can plan two moves in order and know what to do if one doesn't work. You’ll see it when…Student uses strategy 1, shifts to strategy 2 at the right point, and can say whether the if-then got triggered and what happened.

SA-REF-5-5Copy link StandardStudents build a one-page Personal Playbook (early signals → best strategies → if-then) and update one item after new evidence. I can…I can build a plan that fits me — and improve it after I learn something new. You’ll see it when…Student updates a specific item in the playbook and explains what new evidence prompted the change — not a random edit.

End of Self-Reflection & Growth Mindset · Grade 2

Self-Management

7 core skills · 144 standards

SM-REG

Calming Strategies & Emotion Regulation

Skill areasKnowing available strategies · Choosing a strategy that fits intensity · Matching strategy to setting · Using strategies independently · Recovering and re-engaging · Planning ahead for high-trigger moments

How this skill grows

Grade 2Know and try a range of calming strategies; choose one that fits intensity; use it with minimal prompting; recover and re-engage.

Grade 3Match strategies independently to trigger type and intensity; use tools without adult prompting; recover and return to task.

Grade 4Build a personal toolkit; plan ahead for high-trigger moments; evaluate whether a strategy worked and adjust.

Grade 5Combine strategies in a smart order; use proactive regulation before feelings escalate; recover quickly and independently.

SM-REG-2-1Copy link StandardStudents name at least three calming strategies from the class toolkit (e.g., deep breath, squeeze tool, quiet spot, movement break). I can…I can say three ways I can calm down. You’ll see it when…Student names three specific strategies and can point to or demonstrate each one — not just "calm down."

SM-REG-2-2Copy link StandardStudents choose a calming strategy that matches how big their feeling is (small feeling → quick tool; big feeling → bigger tool). I can…I can pick a tool that fits how big my feeling is. You’ll see it when…Student selects a different strategy for a small vs. a big feeling — not always defaulting to the same tool regardless of intensity.

SM-REG-2-3Copy link StandardStudents choose a strategy that fits the setting (e.g., quiet breath at the carpet; movement break in the hallway — not the reverse). I can…I can pick a tool that fits where I am. You’ll see it when…Student selects a setting-appropriate strategy rather than using a disruptive tool in the wrong context.

SM-REG-2-4Copy link StandardStudents use a calming strategy with minimal teacher prompting when they notice a big feeling beginning. I can…I can start calming down without being told to. You’ll see it when…Student initiates a strategy before the teacher prompts — reaching for a tool rather than acting out.

SM-REG-2-5Copy link StandardAfter using a strategy, students return to the activity and re-engage with the next step. I can…I can come back and keep going after I calm down. You’ll see it when…Student returns to their seat or task and picks up the next step within a reasonable time after using the strategy.

SM-REG-2-6Copy link StandardStudents name one setting or situation where they often need a calming tool and say which tool they will try there. I can…I can say when I usually need help calming down — and what I'll try. You’ll see it when…Student identifies a real, recurring high-trigger situation (not hypothetical) and names a specific planned response.

SM-REG-3-1Copy link StandardStudents name their personal go-to strategies for three levels of intensity (calm, medium, big) from their own toolkit. I can…I can say which tools I use for different sizes of feelings. You’ll see it when…Student has differentiated answers for each intensity level — not the same strategy named three times.

SM-REG-3-2Copy link StandardStudents independently select a strategy that matches both the intensity of their feeling AND the setting they are in. I can…I can pick the right tool for how big my feeling is AND where I am. You’ll see it when…Student's choice visibly fits both factors — not just the first tool that comes to mind.

SM-REG-3-3Copy link StandardStudents use a calming strategy independently, without adult prompting, when they notice a feeling rising. I can…I can start calming down on my own. You’ll see it when…Student initiates the strategy before the teacher intervenes — independently, at an early enough stage to prevent escalation.

SM-REG-3-4Copy link StandardAfter using a strategy, students return to the task and name the specific next step they will take. I can…I can come back and say exactly what I'm doing next. You’ll see it when…Student names a specific next action for the task — not just re-sits, but re-engages with the content.

SM-REG-3-5Copy link StandardAfter using a strategy, students rate whether it worked (1–3 scale) and explain the reason for their rating. I can…I can tell if my tool worked and why. You’ll see it when…Student gives a rating AND a reason that connects to something observable in their body or behavior — not just "it worked."

SM-REG-3-6Copy link StandardStudents identify a high-trigger situation and plan which strategy they will use before it happens. I can…I can plan my calming move before the hard moment comes. You’ll see it when…Student names a real, upcoming trigger AND a specific pre-planned strategy — not a generic "I'll breathe."

SM-REG-4-1Copy link StandardStudents build a personal calming toolkit with at least four strategies, labeled by the intensity or situation they fit best. I can…I can name my tools and say when each one works best for me. You’ll see it when…Student's toolkit differentiates strategies by intensity or situation — not a random list.

SM-REG-4-2Copy link StandardStudents select a strategy that matches intensity, setting, AND trigger type (social, academic, transition) and explain the fit. I can…I can pick the right tool for the feeling, the place, and what caused it. You’ll see it when…Student gives a three-part reason — intensity, setting, and trigger type — not just one factor.

SM-REG-4-3Copy link StandardStudents use a strategy independently and early — before the feeling reaches its peak — in a real classroom situation. I can…I can use my tool early, before things get too big. You’ll see it when…Student applies the strategy at an early sign of escalation — not after the feeling is already at its highest.

SM-REG-4-4Copy link StandardStudents recover fully after using a strategy and return to the task with a named first action. I can…I can come all the way back and start on the next thing. You’ll see it when…Student can name a specific next action for the work — not just sitting back down, but deliberately re-engaging with the content.

SM-REG-4-5Copy link StandardStudents evaluate whether a strategy worked well, adequately, or poorly and explain what they would change next time. I can…I can judge if my tool worked and say what I'd adjust. You’ll see it when…Student gives a nuanced evaluation (not just "it worked/didn't") with a specific next-time adjustment.

SM-REG-4-6Copy link StandardStudents create a proactive if-then plan for a known high-trigger situation (if [trigger] → then [strategy] → then [re-engage step]). I can…I can make a plan for my hard moments before they happen. You’ll see it when…Student's plan has all three elements and they can walk through it for a real, named upcoming situation.

SM-REG-5-1Copy link StandardStudents use their toolkit proactively — applying a strategy before feelings escalate — based on early body signals. I can…I can catch my feeling early and use a tool before it gets big. You’ll see it when…Student names the early body signal they used as a cue AND applies the strategy before the peak — prevention, not reaction.

SM-REG-5-2Copy link StandardStudents combine two strategies in a deliberate order and explain why that sequence makes sense for them. I can…I can use two tools in the right order — and say why. You’ll see it when…Student gives a reasoned justification for the sequence — not just using two tools, but knowing why one comes before the other.

SM-REG-5-3Copy link StandardStudents select the most effective strategy for the specific intensity, setting, and trigger — differentiating from what they would use in a different context. I can…I can pick my best tool for this exact situation. You’ll see it when…Student's choice is visibly differentiated from what they would have chosen in a different context — matching, not defaulting.

SM-REG-5-4Copy link StandardStudents recover from a big feeling and return to task engagement quickly, without extended time away. I can…I can come back fast after a big feeling. You’ll see it when…Teacher observes student returning and re-engaging within a short, reasonable window without being prompted.

SM-REG-5-5Copy link StandardStudents evaluate the effectiveness of a combined strategy (what each component did, what to add or swap). I can…I can judge my two-tool plan and improve it. You’ll see it when…Student gives a specific evaluation of each component — not a blanket "it worked/didn't."

SM-REG-5-6Copy link StandardStudents keep a 3–5 day regulation log (trigger → strategy → outcome) and adjust their proactive plan based on patterns they identify. I can…I can track my regulation, find patterns, and improve my plan. You’ll see it when…Student's log has real entries and the plan adjustment is connected to a specific pattern in the data — not a random change.

End of Calming Strategies & Emotion Regulation · Grade 2

SM-FOC

Focus & Self-Control

Skill areasStarting tasks promptly · Sustaining attention · Managing impulses · Managing distractions · Self-monitoring focus

How this skill grows

Grade 2Start tasks when directed; sustain attention with minimal prompting; manage impulses; use a focus strategy.

Grade 3Limit self-chosen distractions; shift attention smoothly between tasks; manage impulses in group settings.

Grade 4Plan focus strategies for longer tasks; recognize personal distraction patterns; use self-monitoring tools.

Grade 5Manage attention independently across a full work period; develop consistent self-monitoring habits.

SM-FOC-2-1Copy link StandardStudents begin a task within a reasonable time after the direction is given, without repeated prompting. I can…I can start working when it's time to start. You’ll see it when…Student is on-task within 1–2 minutes of the start signal, with no more than one teacher prompt needed.

SM-FOC-2-2Copy link StandardStudents stay on task for 10–15 minutes with minimal teacher support, returning focus after a brief distraction. I can…I can stay on my work even when something pulls my attention. You’ll see it when…Student re-focuses on their own after a distraction — brief eye-wander is normal; student returns without teacher intervention.

SM-FOC-2-3Copy link StandardStudents pause before acting on an impulse (calling out, grabbing, leaving seat) and use a simple self-control move (hand up, wait, count to 3). I can…I can stop myself before acting on a big impulse. You’ll see it when…Student makes the impulse-control move visibly — the pause is observable before the alternative action.

SM-FOC-2-4Copy link StandardStudents identify one thing that often distracts them at school and move or adjust to reduce it. I can…I can name what distracts me and make a small change. You’ll see it when…Student names a real distractor and takes a physical or environmental action to reduce it (moves away, turns around, puts item away).

SM-FOC-2-5Copy link StandardDuring a task, students check their own progress at a midpoint and return to the goal if they have drifted. I can…I can check myself during work and get back on track. You’ll see it when…Student performs a visible self-check at a midpoint — checks the task instructions or refers to their goal — not just continues drifting.

SM-FOC-3-1Copy link StandardStudents start a task without prompting and maintain focus for 15–20 minutes on a structured activity. I can…I can get started on my own and keep going. You’ll see it when…Student begins independently and stays engaged for the full block without teacher redirection.

SM-FOC-3-2Copy link StandardStudents limit a self-chosen distraction (put down a fidget item, choose not to check the window) and explain why it helps their work. I can…I can choose to ignore a distraction because I know it helps me focus. You’ll see it when…Student makes a visible choice to resist the distractor AND gives a brief reason connecting it to their work quality.

SM-FOC-3-3Copy link StandardStudents shift attention smoothly from one task to another when signalled and arrive at the new task with materials ready. I can…I can switch tasks without losing time. You’ll see it when…Student arrives at the new task with the right materials within the stated timeframe — not still finishing the previous task minutes later.

SM-FOC-3-4Copy link StandardIn a group setting, students manage the impulse to call out or interrupt and use a wait-and-signal strategy instead. I can…I can wait for my turn even when I really want to say something. You’ll see it when…Student uses a hand signal, note-to-self, or other wait strategy consistently during group discussion.

SM-FOC-3-5Copy link StandardAt the end of a task, students self-rate their focus (1–3 scale) and name one thing that helped and one thing that got in the way. I can…I can review how focused I was and say what helped and what didn't. You’ll see it when…Student gives specific reasons for both the helper and the hindrance — not just "I focused well" or "it was hard."

SM-FOC-4-1Copy link StandardStudents plan a focus strategy before a longer task (set a timer, choose a quiet spot, put away non-essentials) and use it. I can…I can plan how to focus before I start a long piece of work. You’ll see it when…Student has a named, deliberate focus plan before the task begins — and applies it, not just intends to.

SM-FOC-4-2Copy link StandardStudents identify their personal distraction pattern (what distracts them, when) and make a targeted adjustment. I can…I can name my distraction pattern and do something about it. You’ll see it when…Student describes a pattern across more than one occasion and makes an adjustment that addresses that specific pattern.

SM-FOC-4-3Copy link StandardStudents sustain attention across a 20–30 minute work period independently, using a mid-task self-check to maintain course. I can…I can stay focused for a long stretch and check myself to stay on track. You’ll see it when…Student completes the full work period on-task and performs a visible self-check mid-task — not just at the end.

SM-FOC-4-4Copy link StandardStudents manage impulses in less structured settings (partner work, transitions) using a named strategy. I can…I can manage my impulses even when the situation is less structured. You’ll see it when…Student uses the same strategy across different settings — not just during teacher-directed activities.

SM-FOC-4-5Copy link StandardStudents keep a brief two-day focus log (task, focus rating, what helped, what didn't) and name one adjustment to try next time. I can…I can track my focus and make a plan to improve it. You’ll see it when…Student's log has real entries from two tasks and the adjustment names a specific change — not just "try harder."

SM-FOC-5-1Copy link StandardStudents independently manage their focus across a full work period without teacher prompting, using self-chosen strategies. I can…I can run my own focus for a whole work block. You’ll see it when…Student completes the full period on-task with no teacher prompts — using whatever personal strategy works for them.

SM-FOC-5-2Copy link StandardStudents analyze their personal distraction patterns across subjects or settings and design a specific adjustment for each major pattern. I can…I can map out my distraction patterns and match a fix to each one. You’ll see it when…Student names at least two distinct patterns from different contexts and has a different adjustment for each — not one solution for everything.

SM-FOC-5-3Copy link StandardStudents apply an impulse-control strategy in a high-distraction or emotionally charged situation (debate, group conflict, exciting announcement). I can…I can manage my impulses even when things are exciting or stressful. You’ll see it when…Student uses the strategy in a higher-stakes, less-structured moment — not just in quiet, teacher-directed work time.

SM-FOC-5-4Copy link StandardStudents use a self-monitoring tool (checklist, timer, focus rating) at planned intervals to maintain quality across a multi-step task. I can…I can check in on myself at the right times and stay on course. You’ll see it when…Student uses the tool at their planned intervals and can describe what they noticed at each check-in.

SM-FOC-5-5Copy link StandardStudents reflect on their focus across a week, identify one consistent pattern, and commit to one sustainable habit change. I can…I can look at my whole week, find a pattern, and make a real change. You’ll see it when…Student identifies a cross-week pattern (not just one day) and commits to a specific, sustainable habit — not a one-off adjustment.

End of Focus & Self-Control · Grade 2

SM-GOL

Goal Setting & Planning

Skill areasSetting meaningful goals · Breaking goals into steps · Tracking progress · Adjusting plans when circumstances change · Reflecting on outcomes

How this skill grows

Grade 2Set simple goals; break into steps; use a basic tracker; evaluate whether a goal was reached.

Grade 3Set short and medium-term goals; use a planning tool; monitor progress with evidence.

Grade 4Set multi-step goals across subjects; manage deadlines; revise goals thoughtfully.

Grade 5Set short, medium, and long-term goals; connect goals to strengths and values.

SM-GOL-2-1Copy link StandardStudents set a simple, specific goal for a class task using "I will [action] by [time]" language. I can…I can say exactly what I'm going to do and when. You’ll see it when…Student's goal names a specific action and a time — not just "do my best" or "try hard."

SM-GOL-2-2Copy link StandardStudents break a goal into two or three steps and list them in order. I can…I can say the steps I need to take to reach my goal. You’ll see it when…Student identifies steps that are genuinely sequential and task-relevant — not a random list.

SM-GOL-2-3Copy link StandardStudents use a simple tracker (checklist or chart) to mark progress and know where they are in the sequence. I can…I can check where I am on my goal. You’ll see it when…Student refers to the tracker mid-task and can say which step they are on — not just at the start or end.

SM-GOL-2-4Copy link StandardStudents evaluate whether they reached their goal and name the one action that helped most. I can…I can say if I reached my goal and what helped most. You’ll see it when…Student gives a specific, named action as the top helper — not just "I tried."

SM-GOL-2-5Copy link StandardIf a goal is not reached, students name one thing to try differently next time. I can…I can say what I'll change if I didn't get there. You’ll see it when…Student names a concrete adjustment — a different action, not just "try harder."

SM-GOL-3-1Copy link StandardStudents set one short-term goal (1–3 days) and one medium-term goal (1–2 weeks) using specific language for each. I can…I can set two goals — one for soon and one for a bit later. You’ll see it when…Student produces two goals with different timeframes, both specific enough to check at the end of the period.

SM-GOL-3-2Copy link StandardStudents use a planning tool (goal sheet, task list, simple planner) to organize the steps toward a goal with estimated times. I can…I can plan my steps and give each one a time. You’ll see it when…Student's planning tool has time estimates for each step — not just a list of tasks.

SM-GOL-3-3Copy link StandardStudents monitor progress toward a goal using evidence from their work (a draft, a quiz result, a self-check) and say what the evidence shows. I can…I can use something from my work to check how I'm doing. You’ll see it when…Student points to a specific piece of evidence and makes a genuine assessment — not just "I think I'm doing okay."

SM-GOL-3-4Copy link StandardWhen a plan is not working, students describe what went wrong and adjust one element of the plan. I can…I can change my plan when it's not working. You’ll see it when…Student identifies a specific reason the plan isn't working and makes a targeted change — not a wholesale restart.

SM-GOL-3-5Copy link StandardAfter reaching (or not reaching) a goal, students reflect on what they learned about how they work best. I can…I can say what this goal taught me about myself. You’ll see it when…Student's reflection goes beyond the outcome to say something about their working style, habits, or effort patterns.

SM-GOL-4-1Copy link StandardStudents set a multi-step goal across subjects or a project timeline and break it into a sequence of tasks with individual deadlines. I can…I can plan a big goal by breaking it into steps with due dates. You’ll see it when…Student's plan has multiple steps with specific due dates — not just a final deadline.

SM-GOL-4-2Copy link StandardStudents manage time across a multi-day task, allocating work to days and adjusting when they fall behind. I can…I can plan my time across days and catch up when I fall behind. You’ll see it when…Student makes a visible adjustment to their daily plan rather than ignoring the gap.

SM-GOL-4-3Copy link StandardStudents use progress data (self-checks, drafts, feedback) to evaluate where they are on the goal and name the next step. I can…I can check the evidence and say exactly where I am — and what's next. You’ll see it when…Student uses specific evidence to locate themselves on the goal journey and names a concrete next step.

SM-GOL-4-4Copy link StandardWhen plans change due to unexpected circumstances, students revise their goal thoughtfully (adjust timeline, change a step, or reduce scope) and explain the change. I can…I can change my plan in a smart way when something unexpected happens. You’ll see it when…Student's revision is thoughtful — they explain the tradeoff rather than just giving up or pretending nothing changed.

SM-GOL-4-5Copy link StandardAfter completing a multi-step goal, students identify the habit or strategy that made the biggest difference to their success. I can…I can say what really made the difference in reaching my goal. You’ll see it when…Student names a specific habit or strategy (not luck or ability) and explains why it mattered.

SM-GOL-5-1Copy link StandardStudents set goals across three timeframes (this week, this month, this term) and explain how the shorter goals build toward the longer one. I can…I can set goals for now, soon, and later — and show how they connect. You’ll see it when…Student articulates the connection between all three goals — a progression, not three independent goals.

SM-GOL-5-2Copy link StandardStudents connect a learning or behavior goal to a personal strength or value and explain why that connection makes the goal meaningful. I can…I can say why my goal matters to me — not just what it is. You’ll see it when…Student's explanation references a strength or value that is genuinely theirs — not a generic "because I want to do well."

SM-GOL-5-3Copy link StandardStudents manage a complex multi-step plan independently (tasks, deadlines, checkpoints) without adult structuring. I can…I can run my own multi-step plan without being told how. You’ll see it when…Student initiates, tracks, and adjusts the plan independently — teacher observes without intervening.

SM-GOL-5-4Copy link StandardWhen a goal is derailed, students diagnose the cause (habit, circumstance, wrong goal) and make a specific, justified revision. I can…I can figure out why my goal went off track and fix the right thing. You’ll see it when…Student names the specific cause — not just "it was hard" — and makes a revision targeting that cause.

SM-GOL-5-5Copy link StandardStudents reflect on a completed goal by evaluating both the outcome AND the process, identifying what to keep and what to change. I can…I can review how I reached my goal — not just whether I did. You’ll see it when…Student addresses both the outcome and the process with specific observations from each — not just "I got there."

End of Goal Setting & Planning · Grade 2

SM-HAB

Healthy Habits & Routines

Skill areasOrganizing materials · Managing time during tasks · Managing transitions · Building and maintaining routines · Age-appropriate self-care

How this skill grows

Grade 2Organize materials; manage time during tasks; follow transitions; practice basic self-care.

Grade 3Use a planner or organizer; build a consistent routine; manage time across subjects.

Grade 4Develop a personal organization system; manage multi-step transitions; establish self-care habits.

Grade 5Build and maintain habits across school and home; connect routines to personal well-being.

SM-HAB-2-1Copy link StandardStudents organize their materials for the session (pencil, book, folder) before it starts, without an individual nudge. I can…I can get my things ready before we start. You’ll see it when…Student has the right materials on the desk at the start of the session — without a personal prompt from the teacher.

SM-HAB-2-2Copy link StandardStudents check how much time is left on a task and adjust their pace accordingly. I can…I can notice the time and speed up or slow down. You’ll see it when…Student glances at the clock or timer and adjusts their work pace — not just continues at the same speed regardless.

SM-HAB-2-3Copy link StandardStudents follow a classroom transition (to the carpet, to partners, to pack-up) smoothly and arrive ready within the expected time. I can…I can switch activities without making it take forever. You’ll see it when…Student arrives at the transition point with materials and body ready — within the teacher's stated timeframe.

SM-HAB-2-4Copy link StandardStudents practice one age-appropriate self-care habit daily (moving at breaks, drinking water, washing hands) and explain why it matters. I can…I can take care of my body every day at school. You’ll see it when…Student names the habit AND gives a brief reason connected to feeling well or being ready to learn — not just "because we're supposed to."

SM-HAB-2-5Copy link StandardStudents complete their end-of-day pack-up routine fully and independently. I can…I can pack up on my own without missing anything. You’ll see it when…Student completes the full pack-up sequence — nothing left behind — without individual teacher reminders.

SM-HAB-3-1Copy link StandardStudents use a basic organizer (planner, notebook, sticky-note system) to record and track upcoming tasks or homework. I can…I can keep track of what I need to do. You’ll see it when…Student's organizer has relevant, current entries — not blank or filled with yesterday's information only.

SM-HAB-3-2Copy link StandardStudents build and follow a consistent independent-work or homework routine (same time, same place, same starting step) and can describe it. I can…I can say how I do my homework or work-time — and I do it that way. You’ll see it when…Student describes a genuine routine and gives evidence it is actually consistent — not just "I do it whenever."

SM-HAB-3-3Copy link StandardStudents manage time across two subjects or tasks in a session, allocating time to each and switching on schedule. I can…I can share my time between two jobs and not get stuck on one. You’ll see it when…Student moves to the second task before the session ends — they've managed the time split rather than getting absorbed in the first task.

SM-HAB-3-4Copy link StandardStudents manage a multi-step transition (returning from lunch, moving to a specialist class) and arrive fully ready. I can…I can handle a bigger switch and arrive ready. You’ll see it when…Student arrives with the right materials, body ready, nothing left behind — within the expected time.

SM-HAB-3-5Copy link StandardStudents practice two self-care habits consistently and explain how each one supports their readiness to learn. I can…I can do two things each day that help me feel ready and well. You’ll see it when…Student names two distinct habits and gives a specific connection to their ability to focus or engage — not a generic "it's healthy."

SM-HAB-4-1Copy link StandardStudents design and use a personal organization system across subjects and maintain it across the full school week. I can…I can organize my stuff my own way — and keep it that way. You’ll see it when…Student's system is still functional at the end of the week — they can find what they need without searching.

SM-HAB-4-2Copy link StandardStudents allocate time across a longer task (40–50 minutes) using a time plan and adjust when they're off pace. I can…I can plan my time for a long task and fix it if I'm running late. You’ll see it when…Student uses their time plan AND makes at least one visible adjustment mid-task — not just powers through or gives up.

SM-HAB-4-3Copy link StandardStudents manage a complex multi-step transition (setting up for a project day, preparing for a field trip) completely and on time. I can…I can handle a complicated switch and not lose anything. You’ll see it when…Student completes all steps and has all materials within the time window — without individual prompts.

SM-HAB-4-4Copy link StandardStudents build and maintain a personal self-care routine and describe how it affects their school day. I can…I can take care of myself in a way that helps me do better at school. You’ll see it when…Student names a specific routine AND makes a genuine observation about how it affects their energy, focus, or mood at school.

SM-HAB-4-5Copy link StandardStudents identify when a routine or habit is breaking down and take one proactive step to restore it. I can…I can notice when my habit has slipped — and do something about it. You’ll see it when…Student notices the slip independently (not after teacher feedback) and takes a specific action to restore the routine.

SM-HAB-5-1Copy link StandardStudents maintain consistent organization across all subjects for a full school week, adapting the system as workload shifts. I can…I can keep my things organized even when there's a lot going on. You’ll see it when…Student's system functions at the end of the week regardless of workload — materials found quickly, nothing misplaced.

SM-HAB-5-2Copy link StandardStudents independently manage their time across a multi-day task or project, hitting all self-set milestones without teacher reminders. I can…I can manage my own time for a multi-day project. You’ll see it when…Student meets milestones across multiple days without teacher nudging — or adjusts proactively when they fall behind.

SM-HAB-5-3Copy link StandardStudents build a personal self-care plan (sleep, movement, screen limits, downtime) and connect each element to their school performance. I can…I can plan how to take care of myself — and say why each part matters for school. You’ll see it when…Student names each habit AND gives a specific, observed connection to their focus, energy, or mood — not a generic "it's healthy."

SM-HAB-5-4Copy link StandardStudents notice when a habit is slipping before it affects their performance and take a proactive step to restore it. I can…I can catch a slipping habit early — before it makes things worse. You’ll see it when…Student identifies the slip at an early stage and names a specific restorative action they actually took.

SM-HAB-5-5Copy link StandardStudents reflect on a week's routines, name one that served them well, and name one to adjust — with a specific plan for the adjustment. I can…I can look at my week and decide what to keep and what to change. You’ll see it when…Student's reflection names specific evidence for the effective routine AND a concrete, targeted change for the less effective one.

End of Healthy Habits & Routines · Grade 2

SM-PER

Perseverance & Resilience

Skill areasTrying again when stuck · Using growth mindset language · Using self-encouragement to push through · Recovering from setbacks · Sustaining motivation over time

How this skill grows

Grade 2Persist through difficulty; recover from setbacks; find self-motivation with teacher support.

Grade 3Use growth language independently; describe how persistence led to a result; try a new approach when stuck.

Grade 4Develop personal strategies for productive struggle; bounce back with a concrete plan.

Grade 5Sustain effort across longer challenges; self-motivate through multi-step projects; coach self through difficulty.

SM-PER-2-1Copy link StandardWhen stuck, students make at least one more attempt before asking for help or stopping. I can…I can try again before I give up. You’ll see it when…Student makes a visible second attempt — a different effort on the same step — before raising a hand or putting the work down.

SM-PER-2-2Copy link StandardStudents use growth language when something is hard ("I can't do it yet," "I'll try a different way"). I can…I can use brave words when things are hard. You’ll see it when…Student uses a "yet" or "different way" phrase in response to difficulty — not "I can't" as a stopping point.

SM-PER-2-3Copy link StandardWhen feeling like giving up, students use a simple self-encouragement move (a quiet breath, recalling a past success, saying "I can try again") to push through and stay with the task. I can…I can pick myself up when I feel like stopping — and get back to work. You’ll see it when…Student uses a self-encouragement move — a breath, a self-reminder, or a past-success memory — and returns to the task rather than disengaging. The move is self-initiated, not prompted by the teacher.

SM-PER-2-4Copy link StandardAfter a setback (a mistake, a redo), students return to the task and make a new attempt within a reasonable time. I can…I can bounce back after something goes wrong. You’ll see it when…Student returns to the task and makes a new attempt — they don't shut down or stay upset for the rest of the session.

SM-PER-2-5Copy link StandardStudents name one personal motivator and use it when a task feels hard. I can…I can say what helps me keep going and use it. You’ll see it when…Student names a genuine personal motivator and applies it during a hard task — a visible self-management move.

SM-PER-3-1Copy link StandardStudents persist through a difficult task independently, making multiple attempts without adult encouragement. I can…I can keep going on my own even when something is hard. You’ll see it when…Student makes multiple attempts without teacher prompting — the persistence is self-driven.

SM-PER-3-2Copy link StandardStudents use growth mindset language independently (not prompted) when responding to difficulty or feedback. I can…I can talk to myself the right way when things get hard — without being reminded. You’ll see it when…Student uses growth language spontaneously — not after the teacher says "remember what we say when things are hard."

SM-PER-3-3Copy link StandardStudents describe how persistence (repeated attempts or strategy changes) led to a better outcome on a recent task. I can…I can say how not giving up helped me. You’ll see it when…Student points to a specific outcome improvement AND traces it to a persistence behavior — not just "I tried and it worked out."

SM-PER-3-4Copy link StandardWhen stuck, students independently try a new approach (different tool, different starting point, different resource). I can…I can switch my approach when something's not working. You’ll see it when…The second approach is genuinely different — a different tool, starting point, or method, not a retry of the same move.

SM-PER-3-5Copy link StandardAfter a difficult setback, students identify one thing within their control and take a next step. I can…I can find the one thing I can do after something goes wrong. You’ll see it when…Student names a controllable next step and takes it — they don't stay stuck on what went wrong.

SM-PER-4-1Copy link StandardStudents sustain effort through a productive-struggle task (no quick solution) without disengaging. I can…I can stay in a hard task even when the answer isn't coming fast. You’ll see it when…Student remains engaged — rereading, trying, annotating — rather than doodling, distracting others, or waiting.

SM-PER-4-2Copy link StandardWhen feeling like giving up on a stuck task, students identify one personal motivator and use targeted self-talk to push back into the effort. I can…I can catch the moment I want to stop — and use something personal to get back in. You’ll see it when…Student names the motivator AND the self-talk they used, and returns to the task — the motivator is genuinely personal ("I care about this because…"), not a generic "just keep going."

SM-PER-4-3Copy link StandardAfter a failure, students make a concrete recovery plan (name what happened → one next step → do it). I can…I can make a plan for bouncing back after something goes wrong. You’ll see it when…Student produces all three elements of the recovery plan — name, step, action — not just "I'll do better."

SM-PER-4-4Copy link StandardStudents identify a personal motivator that sustains effort across a multi-day challenge. I can…I can say what keeps me going over a longer project. You’ll see it when…Student names their motivator AND demonstrates it sustaining effort across more than one day.

SM-PER-4-5Copy link StandardStudents coach themselves through a hard moment using self-talk (naming the strategy, reminding themselves of the goal, encouraging the next step). I can…I can talk myself through a hard moment. You’ll see it when…Student's self-talk is audible or visible and contains a strategy reminder AND an encouragement — not just "come on."

SM-PER-5-1Copy link StandardStudents sustain effort and engagement across a multi-step project spanning several days without losing momentum. I can…I can keep going on a big, long challenge without giving up. You’ll see it when…Student's engagement is observable across multiple days — they return to the project with the same energy or better.

SM-PER-5-2Copy link StandardStudents use a deliberate perseverance approach (self-talk + mini-goal + personal motivator) to push through the hardest part of a challenge. I can…I can use a three-part move to get through the hardest part. You’ll see it when…Student uses all three elements visibly: self-talk that names the struggle and pushes back, a mini-goal that makes the next step feel reachable, and a personal motivator that sustains effort — the focus is on staying in, not on switching approach.

SM-PER-5-3Copy link StandardAfter a significant failure, students complete a structured recovery (name what happened → identify what's within their control → plan next two steps). I can…I can recover from a big setback with a real plan. You’ll see it when…Student's plan has all three elements and they act on at least the first step within a reasonable time.

SM-PER-5-4Copy link StandardStudents identify their personal "resilience signature" — the one thing that consistently helps them bounce back — and apply it in a real tough moment. I can…I can name my best bounce-back move and use it when things fall apart. You’ll see it when…Student applies a specific, personal resilience strategy in a real — not hypothetical — challenge.

SM-PER-5-5Copy link StandardStudents reflect on a completed extended challenge and identify the persistence behavior that made the biggest difference. I can…I can look back on a hard project and say exactly what kept me going. You’ll see it when…Student names a specific behavior or strategy (not just "I tried hard") and connects it to a specific moment in the challenge.

End of Perseverance & Resilience · Grade 2

SM-ADP

Flexibility & Adaptability

Skill areasAccepting unexpected changes · Thinking flexibly about problems · Trying new approaches when a first plan fails · Reframing challenges as manageable · Planning ahead for possible changes

How this skill grows

Grade 2Handle change and new situations with minimal upset; try a new approach when a first attempt doesn't work.

Grade 3Reframe unexpected changes as manageable; independently diagnose what isn't working and switch approach.

Grade 4Plan for possible changes; practice flexible problem-solving in group and academic contexts.

Grade 5Apply flexible thinking across contexts; reframe challenges as learning opportunities; plan for multiple scenarios.

SM-ADP-2-1Copy link StandardWhen a routine or plan changes unexpectedly, students acknowledge the change and continue with the new plan within a reasonable time. I can…I can handle a surprise change without it stopping my day. You’ll see it when…Student acknowledges the change and redirects to the new activity — doesn't stay stuck on the original plan.

SM-ADP-2-2Copy link StandardWhen a first approach to a problem doesn't work, students try at least one different approach. I can…I can try something different when my first idea doesn't work. You’ll see it when…The second attempt is genuinely different from the first — different tool, angle, or method.

SM-ADP-2-3Copy link StandardStudents try a new task or activity type they haven't done before and complete the first step. I can…I can try something brand new and get started. You’ll see it when…Student engages with the unfamiliar task and takes the first concrete step — doesn't refuse or freeze at the novelty.

SM-ADP-2-4Copy link StandardStudents use a simple transition strategy (take a breath, check the instructions) to settle into a change smoothly. I can…I can use a small move to help me get used to a change. You’ll see it when…Student uses the transition strategy visibly at a change point — not just drifts into the new activity.

SM-ADP-2-5Copy link StandardStudents name one thing that is still OK or going well even when something has changed. I can…I can find one good thing even when something changes. You’ll see it when…Student produces a genuine, specific "still good" observation — something real they can point to.

SM-ADP-3-1Copy link StandardWhen an unexpected change happens, students use a reframe statement ("This is different, but I can handle it") and proceed with the new plan. I can…I can tell myself this is manageable — even when I didn't expect it. You’ll see it when…Student uses a reframe phrase in their own words and then moves on — the reframe actually precedes action.

SM-ADP-3-2Copy link StandardWhen a plan isn't working, students diagnose what isn't working and choose a different approach independently. I can…I can figure out what's not working and pick something different. You’ll see it when…Student names the specific problem with the first approach BEFORE switching — not a random change but a diagnosed one.

SM-ADP-3-3Copy link StandardStudents try a task in a new format (unfamiliar tool, different medium, new grouping) and engage with the first stage. I can…I can try a new way of doing something and get going. You’ll see it when…Student engages with the new format's first stage — not only after extensive teacher coaxing.

SM-ADP-3-4Copy link StandardIn a group situation, students adapt their role or approach when the group needs something different. I can…I can change what I'm doing to help the group when they need it. You’ll see it when…Student visibly shifts role or contribution in response to the group's need — not based on personal preference.

SM-ADP-3-5Copy link StandardStudents compare how they handled a change this week to how they've handled changes before, and name one specific improvement. I can…I can see how I'm getting better at handling changes. You’ll see it when…Student makes a genuine comparison across two real situations and names something specific that improved.

SM-ADP-4-1Copy link StandardBefore a complex or unpredictable event, students name one possible change and plan a specific response. I can…I can think ahead about what might change and be ready. You’ll see it when…Student names a real, plausible change and has a specific named response — not just "I'll be flexible."

SM-ADP-4-2Copy link StandardIn a group problem-solving situation, students try at least two genuinely different approaches to a stuck point before escalating or giving up. I can…I can try two different ideas before I say we can't solve it. You’ll see it when…The two attempts are different — not the same idea stated two ways — and are tried before the group gives up.

SM-ADP-4-3Copy link StandardWhen a task result is not what they expected, students identify what changed and adjust their next step without prompting. I can…I can figure out what didn't go as planned and change what I do next. You’ll see it when…Student names the gap between expectation and result AND makes a specific adjusted next step.

SM-ADP-4-4Copy link StandardStudents reframe a difficult situation using an "I can handle this because…" structure and continue the task. I can…I can find a reason I can handle this — even when it's tough. You’ll see it when…Student uses the reframe with a specific "because" tied to the situation — not a generic affirmation.

SM-ADP-4-5Copy link StandardStudents reflect on a recent challenge and identify one new skill or insight they gained from the experience. I can…I can say what I learned from dealing with something unexpected. You’ll see it when…Student names a specific new skill or insight (not just "I was flexible") that they can describe with evidence.

SM-ADP-5-1Copy link StandardStudents proactively plan for two possible changes in a complex upcoming task and name a specific response for each. I can…I can think ahead about what might go differently — and be ready for two things. You’ll see it when…Student names two plausible changes (not the same risk twice) and has distinct responses for each.

SM-ADP-5-2Copy link StandardWhen something unexpected disrupts their work, students adapt their plan quickly and re-engage without adult intervention. I can…I can handle a surprise and get back on track on my own. You’ll see it when…Teacher observes re-engagement without prompting — the recovery happens quickly.

SM-ADP-5-3Copy link StandardStudents apply flexible thinking to an open-ended problem by generating at least three genuinely different approaches before choosing one. I can…I can think of three different ways before I pick one. You’ll see it when…Student produces three distinct approaches — different methods or angles, not variations of the same idea — before making a choice.

SM-ADP-5-4Copy link StandardStudents reframe a setback as a learning opportunity using specific evidence ("This didn't work, and what I learned is…"). I can…I can turn something that went wrong into something I learned. You’ll see it when…Student's reframe contains a specific learning claim — not just "it's okay" or "I'll do better next time."

SM-ADP-5-5Copy link StandardStudents reflect on their flexibility across a month and identify one area of growth and one area still to develop, naming a specific next step for the latter. I can…I can see where I've grown and what I still need to work on — with a plan. You’ll see it when…Student names a real growth example AND a real still-developing area with a specific improvement step — not generic observations.

End of Flexibility & Adaptability · Grade 2

SM-MHL

Mental Health Awareness

Skill areasRecognizing signs of stress and worry · Understanding that mental wellness matters · Practicing self-care for mental wellness · Knowing when to seek help · Accessing support

How this skill grows

Grade 2Recognize body signs of stress and worry; know some feelings are "too big for one person"; know one trusted adult to go to.

Grade 3Identify signs that last beyond a bad day; name multiple trusted adults; practice basic self-care for mental wellness.

Grade 4Distinguish everyday stress from persistent worry; understand that mental health matters as much as physical health.

Grade 5Recognize signs in self and peers; understand urgent vs. non-urgent help; maintain a personal wellness routine.

SM-MHL-2-1Copy link StandardStudents name at least two body signs of stress or worry (stomach knot, shaky hands, trouble sleeping, not feeling hungry). I can…I can say what stress or worry feels like in my body. You’ll see it when…Student names two specific body sensations associated with stress — not just "I feel bad."

SM-MHL-2-2Copy link StandardStudents understand that some feelings are "too big for one person" and that asking for help is the right move. I can…I know it's okay to ask for help when a feeling is too big for me. You’ll see it when…Student can say "some feelings need help from a grown-up" in their own words, without framing help-seeking as weakness.

SM-MHL-2-3Copy link StandardStudents name one trusted adult at school they can go to when they feel very stressed or worried. I can…I can name a grown-up at school I can go to when I need help. You’ll see it when…Student names a specific adult (not just "a teacher") and can describe where to find them.

SM-MHL-2-4Copy link StandardStudents practice one simple wellness habit (outdoor time, a calm activity, talking to a trusted person) and say how it helps them feel. I can…I can do something that helps my mind feel better. You’ll see it when…Student names a specific habit AND makes a genuine observation about how it affects their mood or readiness.

SM-MHL-2-5Copy link StandardStudents know that feeling sad or worried for a long time (not just a bad day) is a sign to tell a trusted adult. I can…I know that if a big feeling lasts a really long time, I should tell someone. You’ll see it when…Student can distinguish "for a day" from "for a long time" and says a long-lasting big feeling means telling an adult.

SM-MHL-3-1Copy link StandardStudents describe signs of sadness, worry, or stress that last beyond one bad day, with examples of what that looks and feels like. I can…I can say what it looks like when stress or sadness sticks around too long. You’ll see it when…Student's description names patterns (e.g., can't sleep, doesn't feel like eating, stops enjoying things they usually like) — not just "feeling sad."

SM-MHL-3-2Copy link StandardStudents name three trusted adults (one at school, one at home, one in the community) they could talk to if they were struggling. I can…I can name three people I could go to when things don't feel right. You’ll see it when…Student names three real, specific adults in different settings — not the same person three times.

SM-MHL-3-3Copy link StandardStudents understand that mental health is just as real and important as physical health and can explain this in simple terms. I can…I know my brain can feel sick just like my body can. You’ll see it when…Student can explain the comparison in their own words and give an example — not just recite the phrase.

SM-MHL-3-4Copy link StandardStudents practice two basic self-care habits and describe how each supports mental wellness. I can…I can do two things that help my mind stay well. You’ll see it when…Student names two distinct habits and makes a genuine, specific connection between each and how they feel.

SM-MHL-3-5Copy link StandardStudents know how to tell a trusted adult they are struggling, using a simple script ("I've been feeling [feeling] for a while and I need to talk to someone"). I can…I can ask for help in the right words when I need it. You’ll see it when…Student produces the help-seeking phrase in their own words and says it without shame or excessive hesitation.

SM-MHL-4-1Copy link StandardStudents distinguish between everyday stress (a test, an argument) and persistent stress or worry (lasting days, affecting sleep or appetite) and explain the difference. I can…I can say the difference between a hard day and stress that needs attention. You’ll see it when…Student gives an example of each type and explains what makes one temporary and the other worth addressing.

SM-MHL-4-2Copy link StandardStudents explain why mental health matters as much as physical health, using a real or plausible example. I can…I know that how I feel in my mind affects how I do everything else. You’ll see it when…Student's explanation gives a specific example of how mental well-being (or its absence) affected their functioning.

SM-MHL-4-3Copy link StandardStudents identify two warning signs that mean it is time to seek help (lasting sadness, not enjoying things they used to, constant worry, trouble sleeping). I can…I know the signs that mean I should talk to someone. You’ll see it when…Student names two specific signs (not vague "feeling bad") and says what makes them different from a normal bad day.

SM-MHL-4-4Copy link StandardStudents build and follow a personal wellness routine (1–2 habits for mental well-being) and notice how it affects their week. I can…I can take care of my mental health every day and see what it does for me. You’ll see it when…Student maintains the routine for at least three days and describes a specific observed effect — not just "I feel better."

SM-MHL-4-5Copy link StandardStudents know how to ask a trusted adult for support and can name one resource at school and one at home. I can…I know who to go to and how to start that conversation. You’ll see it when…Student names a specific adult in each setting AND can produce the help-seeking language confidently.

SM-MHL-5-1Copy link StandardStudents recognize signs of persistent stress or sadness in themselves (lasting more than a few days, affecting daily life) and name those signs specifically. I can…I can notice when my own stress is becoming more than a rough day. You’ll see it when…Student names specific, observable signs in themselves (not just "I feel bad") that indicate something has lasted or grown.

SM-MHL-5-2Copy link StandardStudents notice signs that a peer may be struggling (withdrawal, change in behavior, persistent low mood) and know one respectful way to check in. I can…I can notice when a friend might need support — and say something kind. You’ll see it when…Student names a real behavioral signal AND uses a check-in phrase that is caring and non-intrusive — they don't diagnose or lecture.

SM-MHL-5-3Copy link StandardStudents distinguish between a non-urgent mental health concern (needs support, not immediate) and an urgent one (someone is in danger, needs help now). I can…I know the difference between needing support and needing help right now. You’ll see it when…Student can describe the difference with concrete examples and knows urgent situations mean telling an adult immediately.

SM-MHL-5-4Copy link StandardStudents maintain a personal wellness routine and track whether it is helping their mood and readiness across a week. I can…I can take care of my mental health on purpose — and check if it's working. You’ll see it when…Student maintains the routine across the week and their tracker shows a genuine self-assessment — not marks that say "fine" every day.

SM-MHL-5-5Copy link StandardStudents know how to access multiple sources of support (school counselor, trusted teacher, trusted adult at home) and can start the help-seeking conversation confidently in each setting. I can…I know where to go and how to ask when I or a friend need support. You’ll see it when…Student names multiple specific support people AND produces the help-seeking language for each context — they treat help-seeking as a skill, not a last resort.

End of Mental Health Awareness · Grade 2

Social Awareness

5 core skills · 100 standards

SoA-EMP

Empathy & Perspective-Taking

Skill areasReading others' face and body cues · Inferring how others feel · Considering at least one different viewpoint · Responding with compassion · Balancing multiple perspectives in a disagreement

How this skill grows

Grade 2Read face and body cues; infer feelings; consider one different viewpoint; choose a caring response.

Grade 3Infer the reasons behind another's feelings; consider more than one viewpoint in a single situation.

Grade 4Explain a peer's perspective with evidence from the situation; match a compassionate response to the specific need.

Grade 5Balance multiple competing perspectives; act compassionately in emotionally complex situations.

SoA-EMP-2-1Copy link StandardStudents read a classmate's face and body cues and name the feeling they observe. I can…I can look at someone's face and body and say how they might be feeling. You’ll see it when…Student names a feeling for a peer based on observable cues — not just guessing or saying "I don't know."

SoA-EMP-2-2Copy link StandardStudents infer how a classmate or story character might be feeling, based on what happened to them. I can…I can say how someone else might feel — and say why. You’ll see it when…Student gives a "because" reason that connects the feeling to the situation — not just names a feeling without context.

SoA-EMP-2-3Copy link StandardStudents consider one viewpoint that is different from their own and say what that person might want or think. I can…I can say what someone else might be thinking, even if I think differently. You’ll see it when…Student describes the other perspective using the person's situation — not just "they might be wrong" or "they feel bad too."

SoA-EMP-2-4Copy link StandardStudents choose one caring action in response to a peer's difficulty (a kind word, sitting near them, offering help). I can…I can do something kind when someone is having a hard time. You’ll see it when…Student selects and follows through with a specific, contextually appropriate caring action — not just says "I'd be nice."

SoA-EMP-2-5Copy link StandardStudents tell a peer or partner something they noticed about their effort or work in a kind, specific way. I can…I can notice something good about what someone else did. You’ll see it when…Student names a specific observation about the peer's work or effort — not a generic "good job."

SoA-EMP-3-1Copy link StandardStudents infer the reason behind a classmate's or story character's feeling, connecting it to the situation, expectation, or need they might have. I can…I can say why someone might feel that way — not just what they feel. You’ll see it when…Student names a "why" that goes beyond the surface event (e.g., "they might feel left out because they expected to be included").

SoA-EMP-3-2Copy link StandardStudents describe two different viewpoints in a single situation and explain what each person might want or think. I can…I can see the same situation from two sides. You’ll see it when…Student produces two genuinely distinct perspectives — not the same view restated in two ways.

SoA-EMP-3-3Copy link StandardStudents read face and body cues to distinguish between two similar emotions in a peer (e.g., nervous vs. excited, upset vs. disappointed). I can…I can look more closely and pick the more exact feeling. You’ll see it when…Student uses specific cues to distinguish between similar feelings — not just names the more obvious of the two.

SoA-EMP-3-4Copy link StandardStudents choose a compassionate response that fits what the peer actually needs (sometimes comfort, sometimes space, sometimes practical help). I can…I can choose the caring move that fits what this person needs right now. You’ll see it when…Student's response is matched to the peer's expressed or visible need — not a default "I'll say something nice."

SoA-EMP-3-5Copy link StandardIn a class discussion or scenario, students paraphrase another person's viewpoint before responding to it. I can…I can say back what someone thinks before I share my own view. You’ll see it when…Student restates the other person's view accurately — before adding their own — rather than jumping straight to disagreement.

SoA-EMP-4-1Copy link StandardStudents explain a peer's perspective using evidence from the situation (what they said, what happened to them, what they care about). I can…I can explain how someone else sees this — and say what makes me think so. You’ll see it when…Student gives evidence-based reasoning for the perspective (not guessing) — connecting it to observable situational details.

SoA-EMP-4-2Copy link StandardStudents consider what a person might value or need that is making them see a situation differently, and state it specifically. I can…I can say what someone might care about that makes them see things differently. You’ll see it when…Student names a value, need, or priority that differs from their own — and uses it to explain the other viewpoint.

SoA-EMP-4-3Copy link StandardStudents choose a compassionate response that is calibrated to the intensity and type of the other person's need. I can…I can match my caring response to what this exact situation needs. You’ll see it when…Student's response varies based on the situation — they don't use the same default response for a minor annoyance and a big upset.

SoA-EMP-4-4Copy link StandardWhen two people disagree, students identify what each person is hoping for and explain why both hopes make sense. I can…I can say what each person wants — and see why both make sense. You’ll see it when…Student articulates both hopes with genuine understanding — not just listing them, but explaining why each is reasonable from that person's perspective.

SoA-EMP-4-5Copy link StandardStudents notice when a compassionate response they gave didn't land well and adjust their approach. I can…I can tell if my caring move didn't help — and try something different. You’ll see it when…Student recognizes the mismatch (peer still looks upset, didn't respond) and makes a different, adapted attempt — not the same move repeated.

SoA-EMP-5-1Copy link StandardStudents balance three or more perspectives in a complex situation and explain what each person might value, want, or need. I can…I can see a situation from many sides and explain each one. You’ll see it when…Student presents three genuinely distinct perspectives — each explained from that person's viewpoint, not just labeled.

SoA-EMP-5-2Copy link StandardStudents act compassionately in a socially complex or emotionally charged situation, choosing a response that acknowledges the difficulty without making it worse. I can…I can do something caring in a really complicated or emotional moment. You’ll see it when…Student's response is measured and appropriate to the emotional weight of the situation — not too small (ignoring) or too big (escalating).

SoA-EMP-5-3Copy link StandardStudents explain how someone's background, values, or experiences might cause them to see a situation very differently from the way the student sees it. I can…I can say how someone's life might make them see things completely differently from me. You’ll see it when…Student connects the different viewpoint to a background factor or lived experience — not just personal preference.

SoA-EMP-5-4Copy link StandardStudents use perspective-taking to help resolve a real or role-play disagreement by articulating what each party needs before proposing a solution. I can…I can use understanding to help fix a real problem between people. You’ll see it when…Student explicitly names what each party needs (not wants) BEFORE proposing a solution — the solution flows from the needs analysis.

SoA-EMP-5-5Copy link StandardStudents reflect on a time their compassionate response missed the mark and describe what they would do differently. I can…I can learn from a time I tried to help and it didn't work — and do better next time. You’ll see it when…Student names the mismatch specifically (what they did vs. what was needed) and produces an improved alternative — not just "I'd be kinder."

End of Empathy & Perspective-Taking · Grade 2

SoA-INC

Respect & Inclusion

Skill areasWelcoming and including others · Honoring differences in culture, ability, and background · Using respectful language for all identities · Leading or initiating inclusion actions · Identifying and challenging exclusion patterns

How this skill grows

Grade 2Include others actively; honor differences in culture, ability, and background; use welcoming language.

Grade 3Explain how differences make groups stronger; practice respectful language for all identities; fix small exclusions.

Grade 4Lead a small inclusion action; identify and address exclusion patterns in the classroom.

Grade 5Lead inclusion across multiple settings; advocate for peers who are excluded.

SoA-INC-2-1Copy link StandardStudents use welcome behaviors (greet, make space, invite to join) during work or play. I can…I can help others feel welcome. You’ll see it when…Student uses at least one welcome behavior unprompted — an invitation, a space-making gesture, or a greeting to a new partner.

SoA-INC-2-2Copy link StandardStudents say classmates' names correctly by asking and repeating if they get it wrong. I can…I can say people's names the way they want them said. You’ll see it when…Student asks for the correct pronunciation rather than substituting a nickname — and makes a genuine attempt to say it right.

SoA-INC-2-3Copy link StandardStudents use kind, respectful language when talking about or to classmates with different backgrounds, abilities, or appearances. I can…I can talk about all my classmates with respect. You’ll see it when…Student's language choices are inclusive and respectful across all classmates — not just those they are close to.

SoA-INC-2-4Copy link StandardStudents notice when someone is left out of an activity or group and choose one action to include them. I can…I can notice when someone is left out and do something about it. You’ll see it when…Student takes a specific inclusion action (invites, makes space, asks the teacher) rather than observing without responding.

SoA-INC-2-5Copy link StandardStudents share one positive thing they appreciate about a classmate who is different from them in background, ability, or interest. I can…I can say something real and kind about someone who is different from me. You’ll see it when…Student's appreciation is specific and genuine — not a generic compliment, but something that shows they noticed and value the difference.

SoA-INC-3-1Copy link StandardStudents explain how having different backgrounds, abilities, and perspectives makes a group stronger, with a real classroom example. I can…I can say why being different makes our group better. You’ll see it when…Student gives a specific classroom example (not just "because variety is good") that shows how a difference actually helped the group.

SoA-INC-3-2Copy link StandardStudents choose and use accurate, respectful language for classmates with different abilities or backgrounds and help others do the same. I can…I can use the right words and help others use them too. You’ll see it when…Student uses accurate, respectful language independently AND gently corrects a peer if they use an outdated or unkind term.

SoA-INC-3-3Copy link StandardStudents invite a classmate who is typically left out to join an activity, using a warm, genuine script. I can…I can invite someone in — for real, not just to be polite. You’ll see it when…Student's invitation is genuine and persistent (follows up if the first invite is declined) rather than a token ask.

SoA-INC-3-4Copy link StandardStudents describe a small exclusion they noticed in class (same partners always chosen, someone never invited) and say why it matters. I can…I can notice a pattern of leaving someone out and say why it's a problem. You’ll see it when…Student names a pattern (not a one-time event) and gives a reason that goes beyond "it's mean" — connecting it to how the excluded person might feel.

SoA-INC-3-5Copy link StandardWhen a classmate is excluded or left out, students repair the situation using one concrete action (invite, ask the teacher, make space). I can…I can take action when someone is being left out. You’ll see it when…Student takes a specific repair action in response to an observed exclusion — not just notices it and does nothing.

SoA-INC-4-1Copy link StandardStudents design and carry out a short belonging action for the class or a small group (a welcome routine, a partner rotation, a saved seat system) and explain why it fits the setting. I can…I can design something that helps everyone belong — and make it happen. You’ll see it when…Student creates and completes the belonging action themselves — not just suggests it — and explains why the specific format fits the class context.

SoA-INC-4-2Copy link StandardStudents identify an exclusion pattern in the class (same people always picked together, certain voices never heard) and propose one fair, specific change. I can…I can see a pattern that leaves people out — and suggest a real fix. You’ll see it when…Student names the pattern with specific evidence AND proposes a change that addresses the root cause — not just "be nicer."

SoA-INC-4-3Copy link StandardStudents use accurate, respectful language for all classmates consistently across all classroom contexts (academic tasks, transitions, recess, discussions). I can…I can use the right, respectful language for everyone — all the time, not just when it's easy. You’ll see it when…Student's respectful language is consistent across contexts — not only during formal SEL activities.

SoA-INC-4-4Copy link StandardStudents serve as a welcome guide for a new or returning classmate, helping them feel known and included over 1–2 days. I can…I can help a new person feel like they belong. You’ll see it when…Student carries out the welcome guide role over time — not just a one-moment greeting — and can describe what they did and the effect it had.

SoA-INC-4-5Copy link StandardStudents reflect on a moment when they could have been more inclusive and name one specific change for next time. I can…I can look back and find a moment where I could have done more — and say what I'd do differently. You’ll see it when…Student names a real, specific missed opportunity (not a hypothetical) and gives a concrete improvement — not just "I'd include more people."

SoA-INC-5-1Copy link StandardStudents initiate and sustain inclusion actions across two different settings (e.g., group work and lunch, classroom and PE) and explain how they adapted each action to fit the setting. I can…I can create welcome moves in different places — and shape each one to fit. You’ll see it when…Student describes two different inclusion actions in two different settings and articulates why the approach was different for each — the focus is on the belonging outcome, not the leadership role.

SoA-INC-5-2Copy link StandardStudents identify an ongoing or repeated exclusion pattern in the class and co-develop a solution with peers or the teacher. I can…I can help change a pattern that keeps leaving people out. You’ll see it when…Student contributes to developing a solution (not just pointing out the problem) and the solution addresses the pattern — not a single incident.

SoA-INC-5-3Copy link StandardStudents advocate for a peer who is being excluded or treated disrespectfully, using a calm, assertive, and specific response. I can…I can speak up for someone who is being left out or treated unfairly. You’ll see it when…Student's advocacy is specific (names the exclusion) and assertive (not passive) while staying calm — not aggressive or ineffective.

SoA-INC-5-4Copy link StandardStudents use and model accurate, respectful language for all classmates and help create a class norm around naming people correctly and describing everyone fairly. I can…I can help make the whole class better at using the right words. You’ll see it when…Student both uses respectful language AND takes a leadership role in normalizing it — suggesting, modeling, and encouraging others.

SoA-INC-5-5Copy link StandardStudents reflect on the inclusion climate of the class and identify one specific thing the class does well and one area to strengthen. I can…I can look at how we include each other as a class and say what's working and what isn't. You’ll see it when…Student's reflection names specific evidence for both the strength and the improvement area — not generic observations about the class.

End of Respect & Inclusion · Grade 2

SoA-FAR

Fairness & Community Responsibility

Skill areasUnderstanding rules, rights, and responsibilities · Contributing to community norms · Fairness in group decisions · Taking on community roles and jobs · Connecting individual actions to the wider community

How this skill grows

Grade 2Understand the difference between rules, rights, and responsibilities; contribute to building and following class community norms.

Grade 3Distinguish rights from responsibilities; take on a community role; explain how rules help everyone.

Grade 4Examine fairness in group decisions; understand how individual responsibility affects community well-being.

Grade 5Participate in creating norms; connect individual actions to the broader community.

SoA-FAR-2-1Copy link StandardStudents explain what a class rule is and say why it helps everyone — not just some people. I can…I can say what a rule is and why it matters for everyone. You’ll see it when…Student's explanation references the community benefit — not just "so we don't get in trouble" or "because the teacher said so."

SoA-FAR-2-2Copy link StandardStudents name one right they have at school (to learn, to be safe, to be treated kindly) and one responsibility that goes with it. I can…I can say one thing I have a right to — and what I owe others because of it. You’ll see it when…Student names a right AND gives a connected responsibility — not two separate unrelated ideas.

SoA-FAR-2-3Copy link StandardStudents contribute to building one class agreement (e.g., "We listen when someone is talking") and explain how it makes the class fair for everyone. I can…I can help make a class rule and say how it helps us all. You’ll see it when…Student contributes a specific suggestion and gives a fairness-based reason — not just "because it's nice."

SoA-FAR-2-4Copy link StandardStudents take on a class job or community role and carry it out reliably for one week. I can…I can do my class job every day, not just when I feel like it. You’ll see it when…Student completes the class job daily without reminders for the full week — including the days they didn't choose to do it.

SoA-FAR-2-5Copy link StandardStudents name one way their behavior affects the rest of the class (positive or negative) and say what the responsible choice looks like. I can…I can say how what I do affects everyone around me. You’ll see it when…Student names a specific causal connection between their behavior and the class experience — not just "if I'm bad, it's bad for others."

SoA-FAR-3-1Copy link StandardStudents distinguish between a right (what they are entitled to) and a responsibility (what they owe others or the community). I can…I can say the difference between a right and a responsibility. You’ll see it when…Student gives an example of each and explains the difference — not just uses the words interchangeably.

SoA-FAR-3-2Copy link StandardStudents explain how a class or school rule makes things fairer for a specific group of people who might otherwise be left out or disadvantaged. I can…I can say who a rule helps most — and why fairness matters. You’ll see it when…Student names the specific people or group the rule protects and explains the fairness need — not just "it's the rule."

SoA-FAR-3-3Copy link StandardStudents take on a community role (class job, helper role, materials steward) and complete it reliably, noting the impact when the role is done well vs. not done. I can…I can see how my community job matters to others. You’ll see it when…Student can describe a specific consequence of the job being done well AND a consequence of it being skipped or done poorly.

SoA-FAR-3-4Copy link StandardStudents participate in a class discussion about a shared decision (e.g., how to share equipment, classroom seating) and contribute one fair proposal. I can…I can help my class decide something fairly. You’ll see it when…Student makes a contribution that considers others' needs — not just their own preference — and gives a fairness-based reason.

SoA-FAR-3-5Copy link StandardStudents identify one action they took this week that helped the class or school community and say how it helped. I can…I can say something I did that made things better for others. You’ll see it when…Student names a specific action (not just an attitude) and gives a genuine account of how it affected the community — not just "I was good."

SoA-FAR-4-1Copy link StandardStudents examine a group decision (a shared resource, a rule, a task split) for fairness and say whether it distributes benefit and burden equally — or explain why a difference is justified. I can…I can check if a decision is truly fair — or say why a difference might be okay. You’ll see it when…Student evaluates the decision with a fairness lens and gives a reasoned judgment — not just "yes it's fair" or "no it's not."

SoA-FAR-4-2Copy link StandardStudents explain how one person's failure to follow a community responsibility can affect the whole group, using a real classroom or school example. I can…I can say how what one person does (or doesn't do) affects everyone. You’ll see it when…Student gives a specific, real example — not a hypothetical — and traces the chain of impact from the individual to the group.

SoA-FAR-4-3Copy link StandardStudents take on a leadership responsibility in the class (running a discussion, managing a shared resource) and carry it out for the benefit of the group, not personal gain. I can…I can lead a class responsibility for everyone's benefit — not just my own. You’ll see it when…Student's leadership actions are directed at the group benefit — decisions reflect the community need, not personal preference.

SoA-FAR-4-4Copy link StandardStudents propose a fair process for a class decision that gives everyone an equal chance to contribute (e.g., turn-taking, anonymous input, random selection). I can…I can suggest a way for our class to decide something that's fair for everyone. You’ll see it when…Student names a specific fair process (not just "vote") and explains why it gives equal access — not just equal outcome.

SoA-FAR-4-5Copy link StandardStudents connect their daily classroom behavior (participation, care for shared materials, keeping agreements) to the quality of the community they share. I can…I can see how what I do every day builds — or breaks — our class community. You’ll see it when…Student makes a genuine connection between a specific daily behavior and a community-level outcome — not just a moral claim.

SoA-FAR-5-1Copy link StandardStudents participate in co-creating a class agreement, contributing a specific norm and explaining how it protects the community's rights and shared well-being. I can…I can help build our class rules — and say why each one matters for everyone. You’ll see it when…Student contributes a specific norm with a fairness-based justification — not just a preference.

SoA-FAR-5-2Copy link StandardStudents analyze a fairness issue in the class or school (uneven access to materials, inconsistent application of rules) and propose one concrete, fair improvement. I can…I can find something unfair in our school and suggest a real fix. You’ll see it when…Student identifies a specific fairness issue (with evidence) and proposes a change that addresses the root cause — not just a symptom.

SoA-FAR-5-3Copy link StandardStudents connect the quality of their individual contributions (effort in group work, care for shared materials, following agreements) to the well-being of the wider community. I can…I can say how my individual choices affect the whole community. You’ll see it when…Student traces the connection from a specific personal behavior to a community outcome — not a generic "if I'm responsible, the class is better."

SoA-FAR-5-4Copy link StandardStudents take on a class or school community responsibility and evaluate its impact at the end, identifying what worked and what to improve. I can…I can run a community responsibility and check if it helped. You’ll see it when…Student completes the responsibility AND produces a specific evaluation of its impact — what the community gained and what to improve next time.

SoA-FAR-5-5Copy link StandardStudents explain the difference between following rules because they have to and following them because they genuinely believe they make the community better. I can…I can say what it means to follow rules because I believe in them — not just because I have to. You’ll see it when…Student articulates an internalized reason for rule-following that is genuinely value-based — not just fear of consequences.

End of Fairness & Community Responsibility · Grade 2

SoA-SRV

Kindness & Giving Back

Skill areasPerforming acts of kindness · Planning a contribution · Reflecting on impact · Contributing to school and community · Developing a giving mindset

How this skill grows

Grade 2Perform meaningful acts of kindness; contribute to class, school, and community through planned actions.

Grade 3Organize a small kindness action; reflect on its impact on others.

Grade 4Lead a class contribution project; notice and respond to community needs beyond the classroom.

Grade 5Plan and lead a school or community contribution initiative; reflect meaningfully on impact.

SoA-SRV-2-1Copy link StandardStudents perform one specific, intentional act of kindness for a classmate and name what they did and why. I can…I can do something kind on purpose and say why I did it. You’ll see it when…Student names the specific action AND the reason — "I helped [person] with [thing] because [they needed it / it would help them]."

SoA-SRV-2-2Copy link StandardStudents plan a simple act of kindness in advance (what + who + when) and carry it out. I can…I can plan a kind thing before I do it. You’ll see it when…Student produces a plan with all three elements before carrying out the act — not an impulsive gesture, but a deliberate one.

SoA-SRV-2-3Copy link StandardAfter an act of kindness, students describe how it might have helped the other person. I can…I can say how my kind action might have helped. You’ll see it when…Student's response focuses on the recipient's experience — not just their own good feeling ("it might have made them feel less alone").

SoA-SRV-2-4Copy link StandardStudents contribute to a class community care action (caring for plants, keeping a shared space tidy, welcoming a visitor) and explain how it helps the group. I can…I can help take care of our class as a community. You’ll see it when…Student completes the contribution AND gives a specific, group-focused reason — not just "because we're supposed to."

SoA-SRV-2-5Copy link StandardStudents name one person outside their immediate friend group who they could do something kind for. I can…I can think of someone I could help who isn't my best friend. You’ll see it when…Student names a specific real person (not hypothetical) and gives a reason that shows they've noticed that person's situation or need.

SoA-SRV-3-1Copy link StandardStudents identify a need in the class or school community and design a small action to address it. I can…I can spot a need — and plan something to help. You’ll see it when…Student names a real, specific need (not just "someone needs kindness") and their plan directly addresses it.

SoA-SRV-3-2Copy link StandardStudents carry out a planned kindness action for the class or school (e.g., an appreciation board, a clean-up effort, a welcome message). I can…I can follow through on a plan to help our class or school. You’ll see it when…Student completes the planned action — not just intends to or starts it.

SoA-SRV-3-3Copy link StandardStudents reflect on the impact of their kindness action and say what they observed or heard from others about how it helped. I can…I can see or hear how my kindness helped — and report it. You’ll see it when…Student provides specific evidence of impact (a peer's response, a visible change) rather than just assuming it helped.

SoA-SRV-3-4Copy link StandardStudents explain the difference between a one-time kind act and a sustained habit of giving back — and why the habit matters more. I can…I can say why doing kind things regularly matters more than one big gesture. You’ll see it when…Student articulates the difference and gives a genuine reason that connects sustained kindness to community health over time.

SoA-SRV-3-5Copy link StandardStudents identify a person in the school (a staff member, a newer student, a peer having a hard week) who would benefit from a kind gesture and plan one. I can…I can notice someone who could use support and plan to help them. You’ll see it when…Student names a specific person and demonstrates that they've noticed a genuine need — not just a random choice.

SoA-SRV-4-1Copy link StandardStudents identify a need in the class or school community that goes beyond the classroom and design a contribution project to address it. I can…I can find a need and plan a project to help. You’ll see it when…Student names a specific community need beyond their own classroom AND designs a plan that directly addresses it.

SoA-SRV-4-2Copy link StandardStudents take full ownership of a class giving-back action — identifying the need, planning the steps, and carrying it through to completion — driven by the desire to help, not by being assigned a role. I can…I can run a giving project from start to finish — because I care about helping. You’ll see it when…Student drives the full sequence (need identification → plan → execution) independently. The focus is on what the community receives, not on a leadership role — the motivation is service, not status.

SoA-SRV-4-3Copy link StandardStudents gather evidence of the project's impact (a count, a reflection from recipients, a visible change) and share what they found. I can…I can find proof that my project helped — and share it. You’ll see it when…Student gathers real evidence (not just "I think it helped") and presents it to the class or teacher with some specificity.

SoA-SRV-4-4Copy link StandardStudents reflect on what was challenging about the contribution project and name one improvement for next time. I can…I can look back at my project and say what was hard — and what I'd do better. You’ll see it when…Student's reflection names a specific challenge (not just "it was a lot of work") and produces a concrete improvement idea.

SoA-SRV-4-5Copy link StandardStudents connect giving back to a personal value they hold and explain why serving others matters to them. I can…I can say why helping others connects to what I believe in. You’ll see it when…Student's connection is genuine and personal — not a generic "because it's good" but a specific value they can name and explain.

SoA-SRV-5-1Copy link StandardStudents identify a real, specific need in the school or broader community and design a contribution initiative that directly addresses it. I can…I can find a real need and build a project around it. You’ll see it when…Student's initiative is responsive to a named, specific need — not a general "do something kind" project.

SoA-SRV-5-2Copy link StandardStudents plan and carry through a multi-step contribution initiative, managing tasks and timelines to completion on their own initiative. I can…I can run a giving project from start to finish. You’ll see it when…Student follows the project through all stages — planning, doing, reviewing — and can describe what happened at each stage. The motivation is service, not a teacher-assigned role.

SoA-SRV-5-3Copy link StandardStudents collect and report meaningful evidence of their initiative's impact, using a specific evaluation method (survey, count, observation, quote). I can…I can find real evidence that my project made a difference. You’ll see it when…Student uses a named evaluation method and presents evidence that is genuinely connected to the initiative's goal.

SoA-SRV-5-4Copy link StandardStudents reflect on how leading the initiative changed or reinforced their personal connection to giving back. I can…I can say what this project taught me about why giving back matters to me. You’ll see it when…Student's reflection is personal and specific — they name something they discovered or confirmed about their own values through the experience.

SoA-SRV-5-5Copy link StandardStudents design a way to sustain a giving-back habit beyond the class project (a personal commitment, a recurring action, a class norm to continue). I can…I can plan to keep giving back even when there's no project. You’ll see it when…Student names a specific, realistic continuing action — not just "I'll keep being kind," but a defined, repeatable practice.

End of Kindness & Giving Back · Grade 2

SoA-GRT

Gratitude & Appreciation

Skill areasNoticing what others contribute · Expressing genuine, specific thanks · Practicing a gratitude routine · Finding something to appreciate in hard situations · Building a grateful mindset over time

How this skill grows

Grade 2Notice what others contribute; express genuine thanks; begin a simple gratitude practice.

Grade 3Write or say specific appreciation to a classmate or teacher; reflect on what makes the class a good place.

Grade 4Recognize contribution at a group level; practice gratitude in challenging or frustrating situations.

Grade 5Build a regular gratitude habit; express appreciation in multiple forms; notice the positive in hard situations.

SoA-GRT-2-1Copy link StandardStudents name one specific thing a classmate or teacher did that helped them and say thank you in their own words. I can…I can notice something someone did for me and thank them for it. You’ll see it when…Student's thanks is specific — "thank you for [specific thing]" — not just a reflexive "thanks" with no content.

SoA-GRT-2-2Copy link StandardStudents name one thing about their school day they are genuinely grateful for and say why it matters to them. I can…I can say one thing I'm glad about today — and say why. You’ll see it when…Student names a specific, genuine gratitude (not a rehearsed answer) and gives a brief "why" that shows they actually value it.

SoA-GRT-2-3Copy link StandardStudents notice someone working hard or doing something helpful and tell them what they observed. I can…I can notice when someone is working hard or helping — and say so. You’ll see it when…Student gives a specific, observational statement (what they saw) rather than a generic compliment.

SoA-GRT-2-4Copy link StandardStudents participate in a brief daily or weekly gratitude practice (e.g., gratitude circle, gratitude sticky note) and give a genuine, specific response each time. I can…I can take part in our gratitude practice with something real every time. You’ll see it when…Student's contribution to the routine is different each time and reflects a real observation — not a repeated default answer.

SoA-GRT-2-5Copy link StandardStudents tell a classmate or teacher one specific quality or action they appreciate about them. I can…I can say something specific I appreciate about someone — not just a general compliment. You’ll see it when…Student names a specific quality or action (not "you're nice") and it's clearly directed at something real about that person.

SoA-GRT-3-1Copy link StandardStudents write or say a specific expression of appreciation to a classmate or teacher, naming exactly what they did and why it mattered. I can…I can say exactly what I appreciate about what someone did — and why it mattered to me. You’ll see it when…Student's appreciation names the specific action AND its effect on them personally — not just "you did a good job."

SoA-GRT-3-2Copy link StandardStudents reflect on what makes the class a good place to be and name at least two specific things (actions, people, routines) they appreciate about it. I can…I can say two specific things I'm glad about in our class. You’ll see it when…Student names two genuinely different things with specific evidence — not variations of the same idea.

SoA-GRT-3-3Copy link StandardStudents notice a contribution (from a classmate, a family member, a school staff member) that often goes unrecognized and name it. I can…I can notice help or hard work that other people might miss. You’ll see it when…Student identifies a contribution that is genuinely overlooked — not the most obvious or highest-profile person in the room.

SoA-GRT-3-4Copy link StandardStudents maintain a simple gratitude practice (gratitude journal, daily reflection, appreciation card) consistently across a school week. I can…I can keep up our gratitude practice for a whole week. You’ll see it when…Student completes the practice on each of the agreed days — not just the first day or the last.

SoA-GRT-3-5Copy link StandardStudents share a genuine appreciation with someone outside their usual friend group (a classmate they don't often talk to, a staff member). I can…I can show appreciation to someone I don't usually talk to. You’ll see it when…Student genuinely approaches someone outside their immediate circle and delivers a specific, personal appreciation.

SoA-GRT-4-1Copy link StandardStudents recognize the collective contribution of a group (a team, the whole class) and express appreciation for what the group made possible together. I can…I can appreciate what we did together — not just what one person did. You’ll see it when…Student's appreciation names what the group accomplished as a whole — not just one standout individual.

SoA-GRT-4-2Copy link StandardStudents practice gratitude in a challenging or frustrating situation by finding at least one genuine positive in the experience. I can…I can find something real to appreciate even when things are hard. You’ll see it when…Student names a specific genuine positive in the hard situation — not a forced "everything is fine," but a real observation.

SoA-GRT-4-3Copy link StandardStudents express appreciation in a form that fits the recipient (verbal, written, or action-based) and explain why they chose that form. I can…I can match how I say thank you to what the person would actually appreciate. You’ll see it when…Student gives a reason for the format choice that shows they considered the recipient's preferences — not just what was easiest.

SoA-GRT-4-4Copy link StandardStudents maintain a gratitude log or practice across a week, noting genuine, specific appreciations for different people or situations each day. I can…I can keep a gratitude record that has something real and different every day. You’ll see it when…Student's log entries vary — different people, different situations — and each has a specific, genuine observation.

SoA-GRT-4-5Copy link StandardStudents describe how expressing gratitude affects both the recipient and themselves, using evidence from a real exchange. I can…I can say what happened — for me and for the other person — when I expressed appreciation. You’ll see it when…Student describes the effect on both parties using a specific real example — not a general "it feels good to be kind."

SoA-GRT-5-1Copy link StandardStudents build and maintain a personal gratitude practice (daily or several times a week) for a full school week, with genuine, specific entries. I can…I can keep a real gratitude practice going for a whole week. You’ll see it when…Student's practice has daily or regular genuine entries — different each day, specific and personal, not a repeated default.

SoA-GRT-5-2Copy link StandardStudents express appreciation in multiple forms across the week (spoken, written, action-based) and explain why they chose each form. I can…I can say thank you in different ways and choose the right one for each moment. You’ll see it when…Student uses at least two genuinely different forms of expression AND gives a recipient-focused reason for each choice.

SoA-GRT-5-3Copy link StandardStudents find something genuine to appreciate in a difficult or disappointing situation, using specific evidence. I can…I can find a real positive even in something hard — and say exactly what it is. You’ll see it when…Student names a specific, genuine positive in the hard situation — distinct from toxic positivity ("it's all fine") and connected to something real.

SoA-GRT-5-4Copy link StandardStudents reflect on how a regular gratitude practice has affected their outlook or relationships, with specific examples as evidence. I can…I can say what keeping a gratitude practice has actually done for me. You’ll see it when…Student describes a specific, observed change in their outlook or a relationship — not a generic "I feel better" but a named, concrete effect.

SoA-GRT-5-5Copy link StandardStudents express appreciation to someone who contributed to their growth or well-being over time, acknowledging the long-term impact specifically. I can…I can thank someone for the difference they've made in my life — and say exactly how. You’ll see it when…Student's expression acknowledges a sustained contribution (not just a single moment) and names the specific long-term effect it had.

End of Gratitude & Appreciation · Grade 2

Relationship Skills

8 core skills · 164 standards

RS-COM

Communication & Listening

Skill areasActive listening · Speaking clearly and specifically · Using I-statements · Reading tone and body language · Giving and receiving feedback · Adapting communication to audience and purpose

How this skill grows

Grade 2Listen actively; use I-statements to share needs; read tone and body language; give and receive simple feedback.

Grade 3Choose words and tone for the situation; fix communication mix-ups respectfully.

Grade 4Sustain two-way conversations with questions and feedback; adapt communication style to audience.

Grade 5Lead small group discussions; adapt communication to purpose and audience; communicate respectfully in various contexts.

RS-COM-2-1Copy link StandardStudents listen actively by making eye contact, facing the speaker, and waiting for a natural pause before responding. I can…I can listen with my whole body and wait for my turn. You’ll see it when…Student shows three active listening behaviors simultaneously: eyes on speaker, body turned toward them, no interruption.

RS-COM-2-2Copy link StandardStudents speak in complete sentences using a clear voice and specific words to say what they want or need. I can…I can say what I mean clearly, not just hint at it. You’ll see it when…Student uses a full sentence with specific nouns and verbs — not just pointing, "I don't know," or trailing off.

RS-COM-2-3Copy link StandardStudents use an I-statement ("I feel… when… because…") to share a need or concern rather than blaming. I can…I can say how I feel without blaming someone. You’ll see it when…Student produces an I-statement with at least the feeling and the situation — the "blaming you" language is absent.

RS-COM-2-4Copy link StandardStudents read a classmate's or teacher's tone and body language to make a guess about how they are feeling and what kind of response is needed. I can…I can read how someone is feeling — not just what they say. You’ll see it when…Student names a tone/body cue AND makes a reasonable inference about what it means for the conversation (e.g., "they look unsure, so I'll explain it again").

RS-COM-2-5Copy link StandardStudents say one specific positive thing about a classmate's work or idea when asked. I can…I can say something specific that I liked about what someone shared. You’ll see it when…Student names something specific about the content — not "I liked it" but "I liked when you said [X] because [reason]."

RS-COM-2-6Copy link StandardStudents receive feedback (a correction, a suggestion) without shutting down and try the suggested change. I can…I can hear a correction and try what they suggest. You’ll see it when…Student takes the suggested change and attempts it — no shutting down, walking away, or lengthy pushback.

RS-COM-3-1Copy link StandardStudents choose words and tone that fit the audience and situation (quieter and more formal with the principal; warmer and more casual with a friend). I can…I can change how I talk depending on who I'm with and what the moment calls for. You’ll see it when…Student's language and tone shift noticeably between formal and informal contexts — not the same register regardless of audience.

RS-COM-3-2Copy link StandardWhen a communication goes wrong (misunderstanding, hurt feelings from a word choice), students name what happened and use a fix-it script ("I didn't mean it like that — what I meant was…"). I can…I can fix a communication mistake respectfully. You’ll see it when…Student acknowledges the miscommunication specifically (not just "sorry") and offers a clearer restatement.

RS-COM-3-3Copy link StandardStudents sustain a two-way conversation by asking at least one follow-up question based on what the other person said. I can…I can keep a conversation going by asking a real question about what was just said. You’ll see it when…Student's follow-up question is connected to the previous turn — not a new topic or a generic "cool, and you?"

RS-COM-3-4Copy link StandardStudents give specific, useful feedback to a peer ("the part that was clearest was… one thing that could help is…") using a kind, direct tone. I can…I can give feedback that is actually helpful — not just nice. You’ll see it when…Student gives feedback that names something specific AND includes an improvement suggestion — not just praise or vague criticism.

RS-COM-3-5Copy link StandardStudents read changes in tone or body language mid-conversation and adjust their communication in response. I can…I can notice if the conversation is going wrong and change what I'm doing. You’ll see it when…Student makes a visible adjustment (softens tone, slows down, stops talking, asks a question) in response to a cue from the other person.

RS-COM-3-6Copy link StandardStudents use active listening behaviors across a full class discussion (5–10 minutes), not just when it's their turn. I can…I can stay a good listener for the whole discussion — not just when I want to talk. You’ll see it when…Student maintains listening behaviors (eye contact, nodding, not working on something else) throughout the discussion — not just when called on.

RS-COM-4-1Copy link StandardStudents adapt their communication style to two different audiences (a younger student, a teacher, a peer) with visible differences in word choice, tone, and register. I can…I can talk very differently to different people — and explain why I changed. You’ll see it when…Student names the specific adjustments they made for each audience and gives a reason tied to that audience's needs.

RS-COM-4-2Copy link StandardStudents ask a clarifying question before responding to an ambiguous statement, rather than assuming meaning. I can…I can check what someone means before I respond. You’ll see it when…Student asks a clarifying question in the moment — not after an assumption-based response has already landed badly.

RS-COM-4-3Copy link StandardStudents give detailed, specific feedback using a structured format (strength + specific improvement + how to make the change). I can…I can give feedback that helps someone actually improve — with three parts. You’ll see it when…Student's feedback has all three components and the improvement suggestion is specific enough to act on immediately.

RS-COM-4-4Copy link StandardStudents use an assertive (not aggressive, not passive) communication style to share a disagreement or concern. I can…I can share a disagreement clearly and calmly — not too loud and not too quiet. You’ll see it when…Student's delivery is direct (names the concern) and regulated (no raised voice, no collapsing) — assertive, not aggressive or passive.

RS-COM-4-5Copy link StandardStudents lead a brief exchange (introduce a topic, invite input, summarize what was said) in a partner or small group. I can…I can run a short conversation as the person who moves it along. You’ll see it when…Student performs all three moves — opens, invites input, summarizes — not just dominates the discussion or stays passive.

RS-COM-4-6Copy link StandardWhen giving difficult feedback, students use an honest-and-kind approach that includes the truth and a caring delivery. I can…I can be honest and kind at the same time when I give feedback. You’ll see it when…Student's feedback includes the honest observation AND a supportive framing — neither sugarcoated nor blunt.

RS-COM-5-1Copy link StandardStudents lead a small group discussion by opening, tracking contributions, managing air time, and summarizing — while keeping the group focused. I can…I can run a small group discussion from start to finish. You’ll see it when…Student manages all four elements (open, track, balance air time, summarize) — not just talks the most or acts as scribe.

RS-COM-5-2Copy link StandardStudents adapt communication style, vocabulary, and tone to the specific purpose of the interaction (informing, persuading, comforting, negotiating). I can…I can change how I communicate based on what I'm trying to do. You’ll see it when…Student's style is visibly different across two different interaction types in the same session — not a generic "polite" register for everything.

RS-COM-5-3Copy link StandardStudents use active listening to track multiple contributions in a group discussion and reference a previous speaker when adding their own point. I can…I can show I was listening by connecting what I say to what someone else said. You’ll see it when…Student names or references a specific prior contribution — "building on what [name] said" or "that connects to what we heard earlier" — not just starting fresh.

RS-COM-5-4Copy link StandardStudents give multi-part feedback (what worked, what to improve, how to improve it, and why it matters) in a constructive and specific way. I can…I can give feedback that has all the parts and actually helps. You’ll see it when…Student's feedback includes all four elements and the "how" is specific enough to act on — not just general advice.

RS-COM-5-5Copy link StandardStudents repair a communication breakdown by naming what went wrong, taking responsibility for their part, and proposing a clearer alternative. I can…I can fix a communication mistake — and explain my part in it. You’ll see it when…Student names their own contribution to the miscommunication (not just the other person's) and offers a concrete repair.

RS-COM-5-6Copy link StandardStudents respond to disagreement with curiosity rather than defensiveness — asking questions and seeking to understand before advocating their position. I can…I can be curious about a disagreement before I defend my view. You’ll see it when…Student asks at least one genuine understanding question before re-stating their own position — not immediate counter-argument.

End of Communication & Listening · Grade 2

RS-TMW

Teamwork & Cooperation

Skill areasTaking on roles and contributing · Working toward shared goals · Solving problems cooperatively · Supporting teammates who are struggling · Reflecting on personal contribution to the team

How this skill grows

Grade 2Take on roles; work toward shared goals; solve simple problems cooperatively.

Grade 3Manage group tasks with clear roles; give and receive feedback within the team.

Grade 4Navigate group dynamics; support struggling teammates; evaluate team effectiveness.

Grade 5Lead a team toward a shared goal; manage conflict within the team; reflect on personal contribution.

RS-TMW-2-1Copy link StandardStudents take on an assigned group role (materials handler, timekeeper, speaker, recorder) and carry out its responsibilities. I can…I can do my group job — not someone else's. You’ll see it when…Student performs their specific role tasks rather than doing whatever they feel like or taking over someone else's role.

RS-TMW-2-2Copy link StandardStudents contribute at least one idea or action toward the group's shared goal. I can…I can add something that helps our group reach the goal. You’ll see it when…Student makes a specific contribution to the shared task — a named idea, a completed step — not just presence in the group.

RS-TMW-2-3Copy link StandardWhen the group is stuck, students suggest one possible next step and invite others to respond. I can…I can suggest a way forward and ask what others think. You’ll see it when…Student proposes a specific next step AND asks the group's input — not just takes over or shuts down.

RS-TMW-2-4Copy link StandardStudents take turns speaking in a group, wait for others to finish, and build on or acknowledge what was just said. I can…I can share my idea and make room for others to share theirs. You’ll see it when…Student takes their turn AND waits for others — their contributions don't consistently crowd out other voices.

RS-TMW-2-5Copy link StandardStudents say one specific thing their group did well and one thing to try differently next time. I can…I can look back on our group work and say what worked and what to change. You’ll see it when…Student's reflection is specific to this task — not generic group-work advice, but something observed from this experience.

RS-TMW-3-1Copy link StandardStudents agree on roles within a group, ensuring each person has a clear contribution, and check in on roles if they drift. I can…I can help our group make sure everyone knows their job — and remind them if they forget. You’ll see it when…Student participates in the role-setting AND re-clarifies if a member drifts from their role — rather than just doing the drifted person's job for them.

RS-TMW-3-2Copy link StandardStudents give a team member feedback on their contribution using a kind, specific format (what they did well + one suggestion). I can…I can give a teammate feedback that is helpful and kind. You’ll see it when…Student gives feedback to a peer (not just the teacher) that includes a specific positive AND a specific suggestion — not vague praise or vague criticism.

RS-TMW-3-3Copy link StandardStudents receive team feedback without becoming defensive and try the suggested adjustment. I can…I can hear feedback from my group and try what they suggest. You’ll see it when…Student attempts the suggested change — the feedback doesn't result in an argument or shutdown.

RS-TMW-3-4Copy link StandardWhen the group hits a problem (disagreement, missing materials, unclear task), students name the problem and propose one workable solution. I can…I can name what's wrong for our group and suggest one fix. You’ll see it when…Student names the specific problem (not just "it's hard") and proposes a targeted solution — one that addresses the problem named.

RS-TMW-3-5Copy link StandardAfter completing a group task, students name one thing they personally contributed and one thing they would do differently as a team member next time. I can…I can say what I added to the team — and one thing I'd improve as a teammate. You’ll see it when…Student's contribution is specific (a named action or idea) and the improvement is about their own behavior — not about what others should change.

RS-TMW-4-1Copy link StandardStudents navigate a group dynamic issue (a dominant voice, an unclear role, an unequal workload) by naming the issue and proposing a fair adjustment. I can…I can name a problem in our group and suggest a fair fix. You’ll see it when…Student identifies the specific dynamic issue AND proposes an adjustment that redistributes participation or workload fairly.

RS-TMW-4-2Copy link StandardStudents notice when a teammate is struggling and offer a specific, practical form of support (explain a step, share a resource, switch roles). I can…I can notice when someone on my team needs help and give them the right kind. You’ll see it when…Student's support is specific to the teammate's actual difficulty — not generic encouragement, but targeted assistance.

RS-TMW-4-3Copy link StandardStudents manage their own frustration with a group member and redirect to the task without making the situation personal. I can…I can stay on-task when someone in my group frustrates me — without making it about them. You’ll see it when…Student redirects to the task using neutral language — not escalating, not passive, but staying constructively focused on the shared goal.

RS-TMW-4-4Copy link StandardStudents evaluate the team's effectiveness at the end of a task by rating two dimensions (everyone contributed, we met the goal) and naming one improvement. I can…I can rate how our team did — and say what we'd do better. You’ll see it when…Student rates both dimensions (not just the outcome) and names a specific team-process improvement — not just "we'd try harder."

RS-TMW-4-5Copy link StandardStudents reflect on their personal contribution to the group outcome and name one habit or approach they would sustain or change. I can…I can say what I personally brought to the team — and what I'd change about how I show up. You’ll see it when…Student distinguishes their individual contribution from the group's overall outcome — and names a behavior-level change, not an attitude.

RS-TMW-5-1Copy link StandardStudents lead a team toward a shared goal by distributing roles, setting checkpoints, and keeping the group focused across the task. I can…I can run a team toward a shared goal — from start to finish. You’ll see it when…Student performs all three leadership moves (distribute, checkpoint, re-focus) — not just contributes well, but steers the group.

RS-TMW-5-2Copy link StandardStudents manage intra-team conflict by naming the tension, hearing both sides, and proposing a solution that moves the team forward. I can…I can help my team work through a conflict so we can keep going. You’ll see it when…Student uses a structured approach (name tension → hear both → propose solution) rather than picking sides or ignoring the conflict.

RS-TMW-5-3Copy link StandardStudents monitor the team's progress against the shared goal and make a real-time adjustment when the team is off track. I can…I can notice if our team is going off track — and help us get back. You’ll see it when…Student identifies the off-track behavior specifically and takes a corrective action that addresses it — not just notices it.

RS-TMW-5-4Copy link StandardStudents give and receive multi-part feedback within the team context, maintaining a collaborative atmosphere throughout. I can…I can give and get feedback in a way that makes our team better. You’ll see it when…Student gives useful feedback AND receives it without shutting down or escalating — the feedback exchange improves the team's work.

RS-TMW-5-5Copy link StandardStudents complete a structured team reflection (what we accomplished, how we worked together, one thing to improve) and identify their individual role in the team's outcome. I can…I can look back at how our team worked — and say what I personally need to change. You’ll see it when…Student's reflection has all three team elements AND a personal behavior-level change — not just a team assessment.

End of Teamwork & Cooperation · Grade 2

RS-FRD

Making & Keeping Friends

Skill areasInitiating friendship · Building trust · Showing loyalty and appreciation · Repairing friendship ruptures · Navigating friendship challenges

How this skill grows

Grade 2Initiate friendships using simple social scripts; build trust through consistent behavior; show appreciation; repair small falling-outs.

Grade 3Maintain friendships through honest communication; navigate changing friend groups with flexibility.

Grade 4Navigate peer group dynamics; develop and sustain trust across multiple friendships simultaneously.

Grade 5Handle friendship challenges (jealousy, exclusion, loyalty conflicts) with maturity and repair skills.

RS-FRD-2-1Copy link StandardStudents use a friendly joining script ("Can I play?" "Want to work with me?") to initiate connection with a classmate. I can…I can use friendly words to join someone or invite them to join me. You’ll see it when…Student uses the script directly and waits for a response — not lingers nearby hoping to be invited, and not barges in without asking.

RS-FRD-2-2Copy link StandardStudents keep a small promise to a friend (to save a spot, to share something, to meet at a place) and explain why keeping it matters. I can…I can keep a small promise to a friend. You’ll see it when…Student follows through on the specific commitment AND can say why it matters to the friendship — not just "because I said I would."

RS-FRD-2-3Copy link StandardStudents tell a friend one specific thing they appreciate about them. I can…I can say something real and kind that I like about my friend. You’ll see it when…Student's appreciation is specific to the person ("I like how you always wait for me") — not a generic "you're nice."

RS-FRD-2-4Copy link StandardAfter a small argument or falling out, students take a cooling-down step and then use a repair script ("I'm sorry for… Can we be okay?"). I can…I can cool down after a fight and fix things with a friend. You’ll see it when…Student takes the cooling-down step BEFORE the repair — not jumping straight to "sorry" while still upset — and uses the repair script.

RS-FRD-2-5Copy link StandardStudents include a classmate who is not part of their usual group in a play or work activity. I can…I can invite someone outside my usual friends to join in. You’ll see it when…Student makes a genuine, direct invitation to someone outside their inner circle — not just tolerates their presence.

RS-FRD-3-1Copy link StandardStudents maintain a friendship over time by checking in, following through on promises, and remembering things their friend has shared. I can…I can be a friend who shows up — not just when it's convenient. You’ll see it when…Student demonstrates sustained engagement with a friend across more than one interaction — they reference something from before.

RS-FRD-3-2Copy link StandardStudents tell a friend an honest, kind truth about a situation rather than just agreeing to avoid discomfort. I can…I can be honest with a friend — even when it's a little uncomfortable. You’ll see it when…Student gives a truthful perspective (not just agreement) using a kind, respectful delivery — it's honest without being blunt or hurtful.

RS-FRD-3-3Copy link StandardWhen a friendship dynamic changes (a new student enters the group, someone wants different activities), students adapt without shutting anyone out. I can…I can handle things changing in my friend group without making someone feel left out. You’ll see it when…Student makes space for the change without excluding or icing out — the friendship group expands or shifts without a casualty.

RS-FRD-3-4Copy link StandardAfter a significant falling out, students identify what each person contributed to the conflict and complete a genuine, two-part repair (apology + action). I can…I can say what I did wrong in a fight — and do something to fix it. You’ll see it when…Student acknowledges their own contribution to the conflict (not just saying sorry while blaming the other) and completes a repair action.

RS-FRD-3-5Copy link StandardStudents recognize when a friendship feels one-sided and name one specific change they could make to rebalance it. I can…I can notice when a friendship is uneven — and do something about it. You’ll see it when…Student names the imbalance specifically (not just "it doesn't feel right") and proposes a concrete adjustment — something they will actually do.

RS-FRD-4-1Copy link StandardStudents navigate a shift in their friend group (someone new, someone drifting away, changing interests) without damaging existing friendships. I can…I can handle my friend group changing without hurting people. You’ll see it when…Student manages the transition without visible exclusion or icing out — the change happens without relationship damage.

RS-FRD-4-2Copy link StandardStudents maintain trust with two or more friends simultaneously, keeping confidences and following through consistently across different friendships. I can…I can be a trustworthy friend to more than one person at a time. You’ll see it when…Student demonstrates consistent trust behavior across multiple relationships — what they do for one friend, they do for others.

RS-FRD-4-3Copy link StandardStudents navigate a loyalty tension (two friends who don't get along, a secret they're asked to keep) by choosing a response that is honest and doesn't betray either relationship. I can…I can handle being pulled in two directions between friends — without betraying either person. You’ll see it when…Student names the tension AND chooses a response that preserves both relationships as much as possible — not just picks a side.

RS-FRD-4-4Copy link StandardStudents initiate a full friendship repair after a significant conflict using a three-part structure (acknowledge what happened → take responsibility → propose moving forward). I can…I can repair a friendship that got seriously damaged. You’ll see it when…Student's repair has all three elements AND follows through — not just says "I'm sorry" once and moves on.

RS-FRD-4-5Copy link StandardStudents reflect on what makes a friendship healthy and name two specific behaviors in their current friendships that demonstrate those qualities. I can…I can say what a healthy friendship looks like — and show it in my own. You’ll see it when…Student names two specific, observable behaviors (not abstract qualities) and connects each to a real, current friendship.

RS-FRD-5-1Copy link StandardStudents handle a complex friendship challenge (jealousy over a new friend, exclusion within the group, competing loyalties) with maturity — addressing it directly rather than passive-aggressively. I can…I can handle a complicated friendship problem head-on — without making it worse. You’ll see it when…Student addresses the issue directly using words — not through avoidance, gossip, or retaliatory exclusion.

RS-FRD-5-2Copy link StandardStudents have an honest, caring conversation with a friend about something that's bothering them in the friendship, using I-statements and a genuine desire to preserve the relationship. I can…I can talk to a friend about something hard — because I care about the friendship. You’ll see it when…Student initiates the conversation (not avoids it forever) and uses I-statements throughout — the delivery makes clear they want to stay friends.

RS-FRD-5-3Copy link StandardStudents sustain at least two meaningful friendships simultaneously with visible investment in each (remembering, following through, checking in). I can…I can be a real, present friend to more than one person. You’ll see it when…Student demonstrates investment in multiple friendships with specific, observable actions — not just surface acknowledgment.

RS-FRD-5-4Copy link StandardStudents recover a friendship from a significant break using a structured approach (understanding both sides → genuine apology → committed repair actions). I can…I can rebuild a friendship that was seriously broken — with real effort. You’ll see it when…Student's repair process covers all three stages and they follow through on the committed repair actions — not just apologizes and expects everything to be fine.

RS-FRD-5-5Copy link StandardStudents distinguish between a friendship that is worth repairing and one that has become unhealthy, and explain what makes the difference. I can…I can tell the difference between a friendship worth fighting for and one that isn't good for me. You’ll see it when…Student articulates specific criteria for healthy vs. unhealthy friendship dynamics — not just "it doesn't feel right" — and applies those criteria to a real situation.

End of Making & Keeping Friends · Grade 2

RS-BDR

Boundaries & Personal Safety

Skill areasAsserting personal space and boundaries · Saying no clearly and confidently · Refusing peer pressure · Understanding body safety and consent · Recognizing and reporting unsafe situations

How this skill grows

Grade 2Assert personal space; say no clearly; refuse peer pressure; understand unsafe touch; know who to tell.

Grade 3Use assertive language in boundary situations; recognize and resist peer pressure using a toolkit.

Grade 4Maintain boundaries across multiple contexts; lead by example on personal space and safety norms.

Grade 5Navigate peer pressure in complex social situations; maintain safety boundaries consistently and assertively.

RS-BDR-2-1Copy link StandardStudents say "stop" or "I don't like that" clearly when their personal space or body is not respected. I can…I can use my words to say stop when I don't like something. You’ll see it when…Student uses words (not just physical reaction or freezing) to name the boundary clearly — with a steady, audible voice.

RS-BDR-2-2Copy link StandardStudents say no clearly and firmly to a peer request they don't want to do, without over-explaining or backing down immediately. I can…I can say no and mean it. You’ll see it when…Student says no with a direct, clear delivery — not a whisper, not endlessly qualifying, and not caving under the first pushback.

RS-BDR-2-3Copy link StandardStudents know the difference between a safe touch (high-five, hug from a known adult who asks) and an unsafe or uncomfortable touch, and know to tell a trusted adult. I can…I know the difference between safe and unsafe touching — and I know to tell someone. You’ll see it when…Student can describe the difference in their own words AND names a trusted adult without hesitation.

RS-BDR-2-4Copy link StandardStudents identify a peer pressure situation (someone daring them to do something they don't want to do) and say no using a simple refusal phrase. I can…I can say no when someone dares me to do something I don't want to do. You’ll see it when…Student uses a refusal phrase that includes both the "no" AND a brief reason or exit — not just caving or saying yes.

RS-BDR-2-5Copy link StandardStudents name one trusted adult at school and one at home they can go to if they feel unsafe or uncomfortable. I can…I can name two people I would tell if something felt wrong. You’ll see it when…Student names two specific adults (not generic "a teacher") and can say how to find each of them.

RS-BDR-3-1Copy link StandardStudents use assertive language ("I need you to stop," "That's not okay with me") in a boundary situation and hold their position under mild pushback. I can…I can say my boundary clearly and not back down at the first push. You’ll see it when…Student restates or maintains the boundary after one pushback — they don't cave on the second ask.

RS-BDR-3-2Copy link StandardStudents use a refusal toolkit (say no + give reason + suggest alternative + walk away) when facing peer pressure to do something unsafe or against their values. I can…I can say no to peer pressure using more than one move. You’ll see it when…Student uses at least two elements of the toolkit — not just says no once and freezes if pushed.

RS-BDR-3-3Copy link StandardStudents distinguish between peer pressure that is uncomfortable but manageable (to eat a food, to switch seats) and peer pressure that crosses a safety line (to hide something, to touch someone). I can…I can tell the difference between peer pressure that's annoying and peer pressure that's actually unsafe. You’ll see it when…Student names the key difference — the safety risk — and says what they would do differently for each type.

RS-BDR-3-4Copy link StandardStudents describe the difference between a surprise (something unexpected that isn't unsafe) and an unsafe secret (something an adult told them to keep that makes them feel scared or uncomfortable). I can…I can say the difference between a fun surprise and an unsafe secret. You’ll see it when…Student articulates the key difference (a safe surprise is shared later; an unsafe secret involves being told not to tell anyone, especially adults) in their own words.

RS-BDR-3-5Copy link StandardStudents practice telling a trusted adult about a boundary violation or safety concern using a direct, specific script. I can…I can tell a grown-up exactly what happened and why I need help. You’ll see it when…Student produces a specific, direct script (not just "something happened") — names the event, the person, and asks for help.

RS-BDR-4-1Copy link StandardStudents maintain personal space boundaries consistently across multiple contexts (group work, PE, recess, transitions) — not just in formal settings. I can…I can keep my boundaries in every setting, not just when a teacher is watching. You’ll see it when…Student's boundary behavior is consistent across settings — not only assertive in the classroom.

RS-BDR-4-2Copy link StandardStudents lead by example on personal space — modeling respectful behavior and gently calling it out when a peer violates someone else's space. I can…I can model good personal space behavior and speak up for others. You’ll see it when…Student both models AND uses a gentle, specific call-out when they observe a peer's space being violated — not just manages their own.

RS-BDR-4-3Copy link StandardStudents apply the refusal toolkit to a complex peer pressure scenario (involving group pressure, not just one person) and maintain their position. I can…I can say no to a whole group pushing me to do something I don't want to do. You’ll see it when…Student uses the toolkit under group pressure — not just when it's one person — and doesn't cave under the social weight of multiple peers pushing.

RS-BDR-4-4Copy link StandardStudents explain the concept of consent (asking and receiving a genuine "yes" before touching or including someone in something) and apply it to a peer scenario. I can…I can say what consent means and use it. You’ll see it when…Student defines consent in their own words AND applies it to a real scenario — they ask before involving someone in an activity or touching.

RS-BDR-4-5Copy link StandardStudents identify a safety situation requiring adult intervention (repeated boundary violations, unsafe pressure, a peer in danger) and report it using a clear, specific account. I can…I can tell a trusted adult about a safety situation with enough detail for them to help. You’ll see it when…Student's report includes: who, what happened, when/where, and why they are concerned — enough for an adult to act on.

RS-BDR-5-1Copy link StandardStudents navigate a complex peer pressure situation (group pressure, a trusted friend asking, a repeated ask) while maintaining their boundary and the relationship. I can…I can keep my boundary even when it's hard — even when the pressure comes from someone I care about. You’ll see it when…Student maintains the boundary AND handles the relationship after — they don't cave, but they also don't damage the friendship unnecessarily.

RS-BDR-5-2Copy link StandardStudents use assertive boundary language that is direct, specific, and confident — without aggression or excessive apology. I can…I can say my boundary in a way that is firm but not mean. You’ll see it when…Student's delivery is assertive — clear content, regulated tone, no collapse and no aggression.

RS-BDR-5-3Copy link StandardStudents apply the concept of consent in a range of peer situations (sharing something, including someone in a plan, physical contact) consistently and naturally. I can…I can ask before I include, touch, or share — without being reminded. You’ll see it when…Student uses consent check-ins naturally across situations — not only when formally prompted.

RS-BDR-5-4Copy link StandardStudents recognize a boundary violation in a peer's situation and offer one respectful, non-intrusive way to support them. I can…I can notice when a friend's boundary is being crossed — and offer to help. You’ll see it when…Student identifies the violation in the peer's situation (not just their own) and offers a specific form of support that is not overbearing.

RS-BDR-5-5Copy link StandardStudents reflect on a time their boundary was crossed and describe what they did, what they wish they had done, and one thing they'd use next time. I can…I can learn from a time my boundary was crossed and have a better plan. You’ll see it when…Student produces all three elements — what they did, the gap, and the specific improvement — not just "I'd say no next time."

End of Boundaries & Personal Safety · Grade 2

RS-CFR

Conflict Resolution & Repair

Skill areasCooling down before engaging · Talking it out respectfully · Finding a compromise · Apologizing genuinely · Repairing the relationship

How this skill grows

Grade 2Cool down first; talk it out using simple language; compromise; apologize; repair.

Grade 3Use a structured conflict process independently; name and understand both sides of the conflict.

Grade 4Negotiate fairly; initiate repair; reflect on what caused the conflict and what to do differently.

Grade 5Lead conflict resolution in a group; recognize when adult support is needed and access it appropriately.

RS-CFR-2-1Copy link StandardWhen upset with a peer, students take a cooling-down step (breathe, move away briefly, use a calm-down tool) before trying to talk it out. I can…I can cool down before I try to fix a problem. You’ll see it when…Student uses a specific cooling-down move BEFORE engaging in the resolution — not while still at the peak of upset.

RS-CFR-2-2Copy link StandardStudents describe the problem from their own perspective using an I-statement ("I felt… when… because…"). I can…I can say what happened from my side — without blaming. You’ll see it when…Student uses an I-statement to describe their experience — not a "you always" or "you never" accusation.

RS-CFR-2-3Copy link StandardStudents listen to the other person's side without interrupting and say back what they heard. I can…I can let the other person say their side and tell them what I heard. You’ll see it when…Student waits for the other person to finish AND produces at least a one-sentence paraphrase — not just nods or says "I know."

RS-CFR-2-4Copy link StandardStudents suggest one fair compromise ("What if we both…" or "How about I… and you…") that gives each person something. I can…I can suggest a fair deal that works for both of us. You’ll see it when…Student's compromise gives something to both sides — not just "you do what I want" framed as a compromise.

RS-CFR-2-5Copy link StandardStudents apologize specifically ("I'm sorry for [specific thing], not just a general "sorry") and take one repair action. I can…I can say sorry for exactly what I did — and do something to fix it. You’ll see it when…Student's apology names the specific thing they did AND is followed by a concrete repair action — not just "sorry" and moving on.

RS-CFR-3-1Copy link StandardStudents use a structured conflict process independently (cool down → my side → their side → find middle ground) without adult facilitation. I can…I can work through a conflict with someone on my own. You’ll see it when…Student initiates and manages all four steps without the teacher directing each one — the process is self-driven.

RS-CFR-3-2Copy link StandardStudents describe what they think the other person wanted or needed in the conflict — not just their own perspective. I can…I can say what the other person might have wanted — even if I don't agree. You’ll see it when…Student names the other person's underlying want or need (not just their complaint) — they've thought beyond "they just wanted to be mean."

RS-CFR-3-3Copy link StandardStudents negotiate a solution that both parties can genuinely accept and say why it's fair to each. I can…I can find a solution we both actually agree to — not just one person giving in. You’ll see it when…Student's solution gives something real to both parties AND each person can say what they're getting — not just one person caving.

RS-CFR-3-4Copy link StandardStudents identify one thing they could have done differently to prevent or reduce the conflict. I can…I can say what I could have done to stop this from getting so bad. You’ll see it when…Student names a specific, controllable action from their own behavior — not blaming external circumstances or the other person.

RS-CFR-3-5Copy link StandardAfter resolving a conflict, students check in with the other person to make sure they both feel okay about the outcome. I can…I can make sure we're both really okay — not just assume the problem is done. You’ll see it when…Student proactively asks the other person if the resolution worked for them — not just assumes silence means everything is fine.

RS-CFR-4-1Copy link StandardStudents initiate conflict resolution — approaching the other person to work it out — rather than waiting for the teacher or the other person to start. I can…I can be the one who takes the first step to fix a conflict. You’ll see it when…Student initiates the resolution conversation — they go to the other person, not wait indefinitely.

RS-CFR-4-2Copy link StandardStudents negotiate a fair solution to a conflict by identifying what each party actually needs (vs. wants) and finding a way to meet both. I can…I can find a solution that meets both people's real needs. You’ll see it when…Student distinguishes the other person's underlying need from their stated position AND addresses the need in the proposed solution.

RS-CFR-4-3Copy link StandardStudents reflect on what contributed to the conflict from their side and name one habit or behavior they want to change. I can…I can see my role in a conflict — and say what I'll do differently. You’ll see it when…Student names a specific behavior of their own that contributed — not just "I could have been nicer" but a named action.

RS-CFR-4-4Copy link StandardStudents complete a full relationship repair after a conflict (specific apology + repair action + a genuine check-in that it's working). I can…I can fix a relationship that was damaged — all the way through. You’ll see it when…Student completes all three repair components and the check-in confirms the other person feels the repair was genuine.

RS-CFR-4-5Copy link StandardStudents know when a conflict is beyond peer resolution and needs an adult, and seek help without it feeling like a defeat. I can…I can tell when something is too big for us to fix alone — and get help without it being a big deal. You’ll see it when…Student seeks adult support for genuinely complex or escalated conflicts — not for every disagreement, but for the right situations.

RS-CFR-5-1Copy link StandardStudents lead a conflict resolution conversation between two peers, helping both sides feel heard before guiding toward a solution. I can…I can help two people work through a conflict — without taking sides. You’ll see it when…Student manages all stages (hears both, summarizes both, facilitates solution) without favoring one party — both parties feel heard.

RS-CFR-5-2Copy link StandardStudents distinguish between a conflict (a disagreement with a path to resolution) and harm (a recurring power imbalance requiring adult intervention) and respond appropriately to each. I can…I can tell the difference between a conflict and something that needs a grown-up — and act accordingly. You’ll see it when…Student handles conflicts independently AND brings adult support for situations involving harm or repeated mistreatment — they don't conflate the two.

RS-CFR-5-3Copy link StandardStudents use perspective-taking to help all parties in a multi-person conflict understand what each person needed and why — before working toward a solution. I can…I can help everyone in a conflict understand each other first. You’ll see it when…Student leads a perspective-sharing process in which each party articulates the other's need accurately — before solutions are discussed.

RS-CFR-5-4Copy link StandardStudents build and carry out a full restorative repair for a significant conflict or harm (acknowledgment → accountability → repair agreement → follow-through check). I can…I can repair a serious conflict with all the right steps — including a follow-through check. You’ll see it when…Student's repair includes all four elements and the follow-through check actually happens — not assumed to be complete after the initial conversation.

RS-CFR-5-5Copy link StandardStudents reflect on a conflict they managed well and name the specific skills they used — then name one area still to develop. I can…I can say what conflict skills I used that worked — and what I still need to build. You’ll see it when…Student names specific skills (not generic "I was calm") AND identifies a real development area with an honest self-assessment.

End of Conflict Resolution & Repair · Grade 2

RS-HLP

Asking for Help & Finding Support

Skill areasIdentifying trusted adults · Distinguishing problem sizes · Asking specifically for the help needed · Matching the help request to the right person · Accessing school and community resources

How this skill grows

Grade 2Name trusted adults; know the difference between small and big problems; ask for help when needed; know what an urgent need looks like.

Grade 3Ask for specific help; match the problem to the right person.

Grade 4Build a personal support network; know multiple trusted adults for different types of needs.

Grade 5Help peers identify and access support; understand the full range of school and community resources.

RS-HLP-2-1Copy link StandardStudents name two trusted adults at school and say what each one helps with. I can…I can name two school adults I trust — and say what each one can help with. You’ll see it when…Student names two specific adults (not generic "a teacher") and gives a different, appropriate role for each.

RS-HLP-2-2Copy link StandardStudents distinguish between a small problem (they can handle themselves or with a friend) and a big problem (they need an adult for). I can…I can tell the difference between a problem I can handle and one that needs a grown-up. You’ll see it when…Student gives an accurate example of each category and names a key difference — not just "big problems are worse."

RS-HLP-2-3Copy link StandardStudents ask for help using a specific script ("I need help with [specific thing], can you help me?") rather than just saying "help" or shutting down. I can…I can say exactly what I need help with. You’ll see it when…Student's help request names the specific thing they're stuck on — not just "I don't get it" or "help me."

RS-HLP-2-4Copy link StandardStudents know that some problems are urgent (someone is hurt, unsafe, or in danger) and require telling an adult immediately. I can…I know when to get help right away — not wait. You’ll see it when…Student can say what makes a problem urgent (physical danger, someone crying alone after something scary) and why waiting would be wrong.

RS-HLP-2-5Copy link StandardStudents follow through on the help they receive by trying what the adult suggested and reporting back if it worked or didn't. I can…I can try what someone told me to do and tell them if it helped. You’ll see it when…Student attempts the suggested solution AND comes back to the adult with a brief update — not just nods and disappears.

RS-HLP-3-1Copy link StandardStudents describe a problem clearly enough that a trusted adult can understand it (who, what, when, where) before asking for help. I can…I can describe my problem well so someone can actually help me. You’ll see it when…Student's help request includes enough context for the adult to understand the situation — not just "something happened."

RS-HLP-3-2Copy link StandardStudents match the type of problem to the right type of person (academic problem → teacher; social problem → counselor; home problem → trusted adult at home). I can…I can figure out who is the best person to help with my specific problem. You’ll see it when…Student gives a reasoning for their choice that connects the problem type to the helper's role — not just "I like them best."

RS-HLP-3-3Copy link StandardStudents know when their problem is beyond peer-level support and seek adult help without it feeling shameful or like a failure. I can…I can ask for help from a grown-up when my friends can't fix it — and it's okay. You’ll see it when…Student seeks adult help for appropriately complex problems without excessive shame or drama — help-seeking is treated as a normal, useful skill.

RS-HLP-3-4Copy link StandardStudents keep a simple mental or written list of three trusted adults (one at school, one at home, one in the community) they could go to with different problems. I can…I can name three people I trust in three different places. You’ll see it when…Student names three real, specific adults in three distinct settings and can give a reason they trust each one.

RS-HLP-3-5Copy link StandardStudents notice when a classmate seems to need help and either offer support or help them find an adult, depending on the situation. I can…I can notice when a friend needs help — and point them to the right support. You’ll see it when…Student distinguishes what they can offer from what an adult needs to handle — and acts on that distinction rather than either doing nothing or overreaching.

RS-HLP-4-1Copy link StandardStudents build a personal support network (a named adult for academic, social, emotional, and safety needs) and describe what each person is best suited for. I can…I can name who I'd go to for different types of problems. You’ll see it when…Student has a differentiated map of support — different adults for different need types, with specific reasons for each choice.

RS-HLP-4-2Copy link StandardStudents ask for help in a way that clearly names what kind of help they need (information, a decision, a listener, action). I can…I can ask for the specific type of help I actually need. You’ll see it when…Student names the type of help — "I need you to listen, not fix it" or "I need information about what to do" — not just "help me."

RS-HLP-4-3Copy link StandardStudents advocate for themselves in a help-seeking conversation — persisting if the first attempt doesn't get enough support. I can…I can keep asking for help if the first person doesn't fully help me. You’ll see it when…Student follows up with a second attempt or a different person when help is insufficient — they don't give up after one try.

RS-HLP-4-4Copy link StandardStudents support a peer in finding the right help by helping them identify the problem, the right person, and how to ask. I can…I can help a friend figure out who to go to and what to say. You’ll see it when…Student walks the peer through the three steps — identify, match, phrase the ask — rather than just saying "tell a teacher."

RS-HLP-4-5Copy link StandardStudents know about at least two school resources beyond the classroom teacher (counselor, office, library, nurse) and how each one helps. I can…I know what different people at school do — and which one to go to for what. You’ll see it when…Student can describe two school resources and their specific roles — not just "the counselor helps with feelings."

RS-HLP-5-1Copy link StandardStudents advocate for themselves effectively when the first response to their help request is insufficient, adjusting their approach and trying again. I can…I can keep advocating for the help I need until I actually get it. You’ll see it when…Student makes a second attempt that adjusts the approach (clearer description, different person, different framing) — not the same request repeated or giving up.

RS-HLP-5-2Copy link StandardStudents help a peer navigate a help-seeking situation — identifying the right adult, the right way to ask, and whether the situation is urgent. I can…I can be a good helper for a friend who needs to get support. You’ll see it when…Student correctly identifies urgency level AND helps the peer access the right support — not over-reassures them or directs them to the wrong person.

RS-HLP-5-3Copy link StandardStudents know the range of school and community support resources available (school counselor, school nurse, community helplines) and can describe what each one offers. I can…I know what help is available inside and outside of school. You’ll see it when…Student names at least three distinct resources and can describe each one's specific function — not just name them.

RS-HLP-5-4Copy link StandardStudents understand the difference between non-urgent support (needed but not immediate) and urgent support (needed right away) and act accordingly for each. I can…I can tell when something can wait and when it needs help right now. You’ll see it when…Student makes accurate urgency judgments — they don't treat every discomfort as an emergency, and they don't delay urgent situations.

RS-HLP-5-5Copy link StandardStudents reflect on a time they needed help, describe how they got it (or didn't), and identify one improvement in their own help-seeking approach. I can…I can learn from how I've asked for help — and do it better next time. You’ll see it when…Student reflects on a real instance (not hypothetical) and names a specific improvement in their process — not just "I'd ask sooner."

End of Asking for Help & Finding Support · Grade 2

RS-BUL

Bullying Prevention & Bystander Skills

Skill areasRecognizing bullying and cyberbullying · Distinguishing bullying from conflict · Taking positive bystander action · Supporting targets of bullying · Reporting safely and effectively

How this skill grows

Grade 2Recognize bullying; understand it's different from a one-time mean act; take a simple bystander action; report safely.

Grade 3Distinguish bullying from conflict; support a target with words and actions; report without making things worse.

Grade 4Navigate complex bystander situations; understand how bystander silence enables bullying.

Grade 5Lead a positive school climate; model active upstander skills; support targets and report safely across contexts.

RS-BUL-2-1Copy link StandardStudents explain the difference between an accident/one-time mean act and bullying (repeated, on-purpose, with a power difference). I can…I can say what makes something bullying — not just "being mean." You’ll see it when…Student names all three elements (repeated, on purpose, power difference) in their own words — not just "bullying is when someone is mean a lot."

RS-BUL-2-2Copy link StandardStudents identify what cyberbullying is and give one example of how online bullying is similar to and different from in-person bullying. I can…I know that bullying can happen online too. You’ll see it when…Student names a specific similarity AND a specific difference between cyber and in-person bullying — not just says "it happens on screens."

RS-BUL-2-3Copy link StandardWhen witnessing bullying, students take one positive bystander action: stand with the target, say "stop," or get an adult. I can…I can do something helpful when I see bullying — I don't just watch. You’ll see it when…Student chooses and uses one of the three bystander actions in a real or role-play situation — they don't just freeze or walk away.

RS-BUL-2-4Copy link StandardStudents report bullying to a trusted adult using specific information (who, what, where, how often). I can…I can tell a grown-up about bullying with enough details to help. You’ll see it when…Student's report contains all four pieces of information — not just "someone is bullying someone."

RS-BUL-2-5Copy link StandardStudents know what it means to be a bystander, an upstander, and a bully, and can place themselves in one category. I can…I know the three types of roles in a bullying situation — and which one I want to be. You’ll see it when…Student can define all three roles accurately AND chooses "upstander" with a specific reason.

RS-BUL-3-1Copy link StandardStudents distinguish between a conflict (two-way disagreement, no power difference) and bullying (repeated, one-sided, power imbalance) using a real or scenario-based example. I can…I can tell whether something is a conflict or bullying — and say what makes the difference. You’ll see it when…Student identifies the correct category for a scenario AND explains which of the three bullying criteria apply or don't apply.

RS-BUL-3-2Copy link StandardWhen a peer is being bullied, students use a supportive phrase ("I see you, are you okay?" "That wasn't right, let's go together") to support the target. I can…I can say something kind and useful to someone who was just bullied. You’ll see it when…Student uses a specific, supportive phrase — not just "that was mean" to the bully, but a compassionate check-in with the target.

RS-BUL-3-3Copy link StandardStudents report bullying to an adult without making the situation worse by avoiding escalation or public confrontation with the person doing the bullying. I can…I can report bullying safely — without making things worse. You’ll see it when…Student reports to an adult quietly and specifically — not through public confrontation or social media sharing that could escalate.

RS-BUL-3-4Copy link StandardStudents explain why saying nothing when they see bullying can make it worse — even if they are not doing the bullying themselves. I can…I can say how bystander silence helps bullying continue. You’ll see it when…Student explains the mechanism (e.g., the person doing the bullying feels approved of, the target feels more alone) — not just "because silence is bad."

RS-BUL-3-5Copy link StandardStudents list three upstander actions available to them in a bullying situation (step in with words, walk with the target, report to an adult) and explain when each is appropriate. I can…I can say three ways to be an upstander — and when to use each. You’ll see it when…Student names three genuinely distinct actions AND gives a context for when each is the best choice — not just a list.

RS-BUL-4-1Copy link StandardStudents navigate a complex bystander situation (bully is a friend, bystanders are pressured to watch, bullying is subtle) and choose an upstander action despite the social cost. I can…I can still do the right thing even when it's socially risky. You’ll see it when…Student chooses an upstander action even when it means going against a friend or a group — and can explain how they weighed the decision.

RS-BUL-4-2Copy link StandardStudents explain how group behavior (laughing, watching, joining in even once) enables bullying to continue and describe how withdrawing that social approval changes the dynamic. I can…I can say how a crowd makes bullying worse — and what it would take to change it. You’ll see it when…Student traces the specific mechanism by which bystander behavior fuels bullying AND names a specific withdrawal that would disrupt it.

RS-BUL-4-3Copy link StandardStudents identify the most appropriate upstander action for three distinct bullying scenarios (physical, relational, cyberbullying) and justify each choice. I can…I can choose the best response for different types of bullying. You’ll see it when…Student gives differentiated responses for each scenario type AND justifies each based on the specific features of that situation.

RS-BUL-4-4Copy link StandardStudents support a bullied peer over time — not just in the moment — through consistent check-ins and friendship. I can…I can be a sustained supporter for someone who is being bullied — not just once. You’ll see it when…Student describes or demonstrates ongoing check-ins with a peer over more than one occasion — not just the immediate incident response.

RS-BUL-4-5Copy link StandardStudents develop a personal upstander plan: what they will do in three likely scenarios, how they will report, and who they will tell. I can…I can have a plan ready for what I'll do if I see bullying. You’ll see it when…Student's plan covers all three elements — scenario-specific actions, reporting method, trusted adult named — not just general good intentions.

RS-BUL-5-1Copy link StandardStudents model active upstander behavior in the school community and encourage peers to do the same. I can…I can be the person who does something — and help others do it too. You’ll see it when…Student uses upstander skills in real situations AND has a conversation or role with peers that encourages them to do the same.

RS-BUL-5-2Copy link StandardStudents recognize subtle or relational bullying (exclusion, rumor-spreading, online manipulation) and name specific ways it differs from overt bullying. I can…I can spot bullying even when it's not loud or obvious. You’ll see it when…Student identifies a subtle bullying behavior and explains the specific harm it causes — they don't only recognize the most overt forms.

RS-BUL-5-3Copy link StandardStudents explain how positive school climate is built by many individual choices — and name two things they personally do to contribute to it. I can…I know that a kind school is built by everyone's small choices — and I can name two of mine. You’ll see it when…Student names two specific personal behaviors and connects each to the broader climate — not abstract "be kind" but named observable actions.

RS-BUL-5-4Copy link StandardStudents support a target of bullying by providing both immediate help and longer-term connection, adjusting their support based on what the target needs. I can…I can support someone who is being bullied over time — and change how I help based on what they need. You’ll see it when…Student's support is both immediate AND ongoing, and it is adapted to the target's expressed or visible needs — not a fixed script.

RS-BUL-5-5Copy link StandardStudents lead or contribute to a class discussion about bullying prevention and upstander skills, sharing what they know and inviting others to contribute. I can…I can help our class talk about how to handle bullying. You’ll see it when…Student contributes substantive content to the discussion (not just "be nice") and creates space for others to add — a facilitation role, not a lecture.

End of Bullying Prevention & Bystander Skills · Grade 2

RS-ADV

Leadership & Standing Up for Others

Skill areasLeading inclusion in the classroom · Promoting kind and healthy choices among peers · Speaking up for peers who need support · Organizing a class initiative for inclusion or well-being · Modeling and building positive peer leadership

How this skill grows

Grade 2Lead simple inclusion actions; promote kind choices; speak up for a peer who needs support.

Grade 3Organize a small class initiative; support peers who are excluded or treated unfairly.

Grade 4Lead a class project focused on inclusion or well-being; build peer influence for positive norms.

Grade 5Develop a sustained peer leadership role; advocate for meaningful change at class or school level.

RS-ADV-2-1Copy link StandardStudents lead one simple inclusion action in the class (invite a left-out peer, make space, start a welcome greeting). I can…I can be the one who starts including someone. You’ll see it when…Student initiates the inclusion action — they don't wait for a teacher to tell them, and the action is specific and directed at a real peer.

RS-ADV-2-2Copy link StandardStudents promote a kind choice among peers by suggesting it directly ("want to say something nice to them?" "should we ask them to join?"). I can…I can encourage a friend to do something kind. You’ll see it when…Student makes a specific, direct suggestion to a peer — not just models kind behavior themselves, but actively invites a peer to join in.

RS-ADV-2-3Copy link StandardWhen a peer is being treated unfairly, students speak up using a calm, clear phrase ("That's not okay" or "They should get a turn too"). I can…I can speak up when someone is being treated unfairly. You’ll see it when…Student uses a specific, calm phrase — not just tells the teacher, not just looks uncomfortable, but speaks up directly.

RS-ADV-2-4Copy link StandardStudents take on a leadership responsibility in the class (running a transition, leading a group activity, distributing materials) and carry it out reliably. I can…I can be a leader in our class — and do the job well. You’ll see it when…Student completes the leadership task fully and independently — not just starts it and leaves it for the teacher to finish.

RS-ADV-2-5Copy link StandardStudents reflect on how their actions as a leader affect the people around them and name one leadership behavior they are proud of. I can…I can say one way I've been a good leader. You’ll see it when…Student names a specific, observable leadership behavior (not "I'm nice") and connects it to an effect on someone else.

RS-ADV-3-1Copy link StandardStudents organize a small class initiative (a kindness week, a welcome board, a check-in system) and manage at least two steps of the plan. I can…I can plan and start a project that helps our class. You’ll see it when…Student produces a plan with at least two steps AND manages both steps — not just has the idea and lets it sit.

RS-ADV-3-2Copy link StandardStudents speak up for a peer who is excluded or treated unfairly using a specific, direct, and calm statement. I can…I can speak up for someone who is being left out or treated wrong. You’ll see it when…Student's advocacy is directed at the specific exclusion or unfairness — specific, not general, and calm, not reactive.

RS-ADV-3-3Copy link StandardStudents encourage a peer to make a kind or healthy choice, giving a reason that is genuinely persuasive for that person. I can…I can help a friend choose something good — with a reason they'll actually care about. You’ll see it when…Student's encouragement uses a reason that is tailored to that peer's values or interests — not a generic "just be nice."

RS-ADV-3-4Copy link StandardStudents reflect on a leadership action they took and name one thing that worked well and one thing to do differently next time. I can…I can look back at a time I led something and say what I'd keep and what I'd change. You’ll see it when…Student names a specific "keep" and a specific "change" — not just generic reflections.

RS-ADV-3-5Copy link StandardStudents describe what makes a peer leader different from a teacher leader and give an example of what peer leadership looks like at their grade level. I can…I can say what it means to be a student leader — not just a classroom helper. You’ll see it when…Student articulates a meaningful difference (peer leaders influence through relationships and example, not authority) and gives a school-specific example.

RS-ADV-4-1Copy link StandardStudents lead a class project focused on inclusion or community well-being, managing the full sequence (plan → organize → do → reflect) and actively bringing peers in at each stage. I can…I can lead a project that makes our class better — and bring others with me through the whole thing. You’ll see it when…Student moves the project through all four stages AND involves peers meaningfully at each — peers are active contributors, not just an audience for the student's solo effort.

RS-ADV-4-2Copy link StandardStudents build peer influence for a positive classroom norm by modeling the behavior and explaining why it matters in a peer-to-peer way. I can…I can help change what feels normal in our class by how I act and what I say. You’ll see it when…Student both models the behavior AND has a genuine peer conversation that explains why it matters — not just leads by silent example.

RS-ADV-4-3Copy link StandardStudents speak up for a peer in a situation involving a group (where group pressure is pulling in the wrong direction) using a calm, direct, peer-influence approach. I can…I can speak up for someone even when the group is going the other way. You’ll see it when…Student speaks up in the group context — not just privately to the teacher — and uses a peer-appropriate delivery, not an adult-lecture tone.

RS-ADV-4-4Copy link StandardStudents identify a real need in the class or school community and propose a specific leadership project to address it. I can…I can spot something that needs changing and design a leader-driven plan to fix it. You’ll see it when…Student names a specific, real need (not a generic "more kindness") and their proposal directly addresses it with a named approach.

RS-ADV-4-5Copy link StandardStudents reflect on the difference between leading because they were asked to and leading because they saw a need and chose to act. I can…I can say what it looks like to lead because I care — not just because someone told me to. You’ll see it when…Student articulates the distinction (self-initiated vs. assigned leadership) and gives a real or hypothetical example of each.

RS-ADV-5-1Copy link StandardStudents develop and sustain a peer leadership role (kindness ambassador, inclusion captain, discussion facilitator) over an extended period, not just for one activity. I can…I can hold a real leadership role over time — not just for one day. You’ll see it when…Student maintains the role across multiple occasions and can describe how their leadership evolved or grew over the period.

RS-ADV-5-2Copy link StandardStudents advocate for a meaningful, specific change at the class or school level (a new routine, a norm change, a resource request) with a reasoned case. I can…I can make a case for a real change that would help our school. You’ll see it when…Student's advocacy names a specific change, gives reasons, and presents it to the appropriate audience — not just voices a complaint.

RS-ADV-5-3Copy link StandardStudents mentor a younger or newer peer — sharing skills, modeling behavior, and checking in on progress — in a sustained way. I can…I can be a genuine mentor to someone who needs guidance. You’ll see it when…Student's mentoring involves more than one interaction — they follow up, check in, and adapt their support based on the mentee's progress.

RS-ADV-5-4Copy link StandardStudents reflect on a leadership experience and name the specific skills they built and one area still to develop. I can…I can say what being a leader taught me — and what I still need to work on. You’ll see it when…Student names specific skills (not "I got better at leading") and identifies a genuine development area with an honest self-assessment.

RS-ADV-5-5Copy link StandardStudents describe what it means to lead with integrity (doing the right thing even when it's unpopular) and give a real or plausible example of what that looks like at their grade level. I can…I can say what it means to lead with integrity — and show it with an example. You’ll see it when…Student articulates integrity in leadership specifically (not just "be honest") and their example involves a real social cost — the right thing wasn't the easy thing.

End of Leadership & Standing Up for Others · Grade 2

Responsible Decision-Making

5 core skills · 100 standards

RDM-CHO

Choices & Consequences

Skill areasIdentifying the available choices in a situation · Thinking through short-term consequences · Thinking through long-term consequences · Weighing the impact on others · Learning from past choice outcomes

How this skill grows

Grade 2Identify two or more choices; think about short and long-term effects; reflect on past outcomes.

Grade 3List pros and cons for choices; predict likely outcomes with reasoning.

Grade 4Consider the impact on self AND others; revisit and revise choices based on what happened.

Grade 5Navigate complex choices involving competing values, social pressure, and mixed outcomes.

RDM-CHO-2-1Copy link StandardStudents name at least two different choices available to them in a given situation. I can…I can see that I have more than one choice — not just one obvious thing to do. You’ll see it when…Student names two genuinely different options (not slight variations of the same action) before deciding.

RDM-CHO-2-2Copy link StandardStudents say what might happen next — in the short term — for each choice they identify. I can…I can say what will probably happen right away if I choose each option. You’ll see it when…Student names a realistic, specific immediate consequence for each option — not just "it'll be good" or "it'll be bad."

RDM-CHO-2-3Copy link StandardStudents say what might happen later — after more time has passed — for at least one choice. I can…I can think about what might happen later — not just right now. You’ll see it when…Student names a consequence that extends beyond the immediate moment — something that would be different after time has passed.

RDM-CHO-2-4Copy link StandardStudents consider how their choice might affect at least one other person and name that effect. I can…I can think about how my choice affects someone else. You’ll see it when…Student names a specific other person AND describes a specific effect on them — not just "it would affect others."

RDM-CHO-2-5Copy link StandardAfter making a choice and seeing what happened, students say whether the outcome was what they expected and name one learning. I can…I can look back at a choice I made and say what I learned from it. You’ll see it when…Student names a genuine, specific learning from the outcome — not just "I should have chosen differently" but what they now understand about consequences.

RDM-CHO-3-1Copy link StandardStudents list at least two pros and two cons for a choice and explain their reasoning for each. I can…I can see the good and the bad sides of a choice — and say why each one matters. You’ll see it when…Student gives pros and cons that are genuinely different in kind (not just variations on the same point) and gives a brief reason for each.

RDM-CHO-3-2Copy link StandardStudents predict the most likely outcome of each option in a scenario and explain the reasoning behind their prediction. I can…I can say what will probably happen — and say why I think that. You’ll see it when…Student gives a prediction AND a causal reason ("I think [X] will happen because [reason]") — not just a guess.

RDM-CHO-3-3Copy link StandardStudents identify the choice that best balances short-term and long-term consequences and explain the tradeoff. I can…I can pick the choice that works best for now AND later — and say what I'm giving up. You’ll see it when…Student names the tradeoff explicitly — something they're giving up short-term to gain long-term, or vice versa — not just picks the "better" option.

RDM-CHO-3-4Copy link StandardStudents explain how the same choice can have different consequences for different people involved. I can…I can say how the same choice might be good for me but hard for someone else — or the other way around. You’ll see it when…Student traces the same choice to two different people and names a different consequence for each — not a generic "it affects everyone."

RDM-CHO-3-5Copy link StandardAfter an outcome, students compare what they expected to what actually happened and name one factor they didn't fully consider. I can…I can say what surprised me about how my choice turned out — and what I missed. You’ll see it when…Student identifies a specific factor they underestimated or overlooked — not just "I was surprised it went badly."

RDM-CHO-4-1Copy link StandardStudents evaluate a choice from the perspective of everyone it affects (self, other individual, the group) and describe the impact for each. I can…I can think about how my choice lands for me, for one specific person, and for the whole group. You’ll see it when…Student gives a distinct impact for each of the three perspectives — not the same observation restated.

RDM-CHO-4-2Copy link StandardWhen a choice involves competing interests, students identify the tension and explain what they would need to give up to resolve it either way. I can…I can see when a choice makes two things pull against each other — and say what I'd give up either way. You’ll see it when…Student names the specific competing interests AND articulates a tradeoff for each direction — not just picks one and ignores the other.

RDM-CHO-4-3Copy link StandardStudents revisit a past choice, evaluate how it played out, and describe what they would do differently with that information. I can…I can look back at a choice I made and say what I'd change — with a reason based on what actually happened. You’ll see it when…Student's revision is grounded in the actual outcome (not just "I'd be nicer") and names a specific factor the experience revealed.

RDM-CHO-4-4Copy link StandardStudents make a value-based choice in a realistic scenario (choosing honesty over convenience, choosing fairness over personal gain) and explain why the value guided the decision. I can…I can make a choice based on something I actually believe in — and say how it guided me. You’ll see it when…Student names the value AND explains its causal role — not just "I chose right" but "I chose [X] because I value [Y] and that meant [Z]."

RDM-CHO-4-5Copy link StandardStudents identify a recurring choice pattern (e.g., always taking the easy option, always avoiding conflict) and name what they would change and why. I can…I can spot a pattern in how I usually choose — and say whether it's working for me. You’ll see it when…Student describes a genuine pattern across more than one situation AND makes a specific, reasoned adjustment — not just "I'll make better choices."

RDM-CHO-5-1Copy link StandardStudents navigate a complex choice involving competing values (e.g., honesty vs. loyalty, fairness vs. friendship) and explain what they prioritized and what they gave up. I can…I can make a hard choice when my values pull in different directions — and say what I chose and why. You’ll see it when…Student names both competing values, makes a choice, and explicitly acknowledges what was sacrificed — not just picks the "better" value.

RDM-CHO-5-2Copy link StandardStudents recognize when social pressure is influencing a choice and name the pressure before deciding independently. I can…I can notice when I'm being pushed toward a choice — and decide for myself anyway. You’ll see it when…Student identifies the social pressure specifically ("my friends want me to…" or "I'll look bad if I don't…") before naming their own choice.

RDM-CHO-5-3Copy link StandardStudents evaluate a complex scenario with multiple affected parties and propose a choice that best addresses the most people's needs. I can…I can find a choice that works as well as possible for everyone involved. You’ll see it when…Student names all affected parties, describes the proposed choice's effect on each, and explains why it's the best available option — acknowledging where it falls short.

RDM-CHO-5-4Copy link StandardStudents reflect on a choice that led to a mixed outcome (some things good, some things bad) and analyze what drove each part of the result. I can…I can look at an outcome that was partly good and partly bad — and say what caused each part. You’ll see it when…Student distinguishes the positive and negative outcomes AND traces each back to a specific feature of the choice — not just "it was complicated."

RDM-CHO-5-5Copy link StandardStudents design a personal decision-making habit for recurring high-stakes choices (a quick check: Who is affected? What do I value? What will I learn?) and apply it in a real situation. I can…I can have a go-to decision-making check that I actually use. You’ll see it when…Student applies the habit in a real decision and can describe what it helped them see — the habit is observable in their process, not just declared.

End of Choices & Consequences · Grade 2

RDM-PRB

Problem-Solving Steps

Skill areasDefining the problem clearly · Generating multiple options · Evaluating the options · Choosing and acting · Reflecting on the outcome

How this skill grows

Grade 2Use a structured five-step process (define → options → evaluate → choose → reflect) with teacher support.

Grade 3Apply the process to real classroom and social problems; use evidence to evaluate options.

Grade 4Consider multiple perspectives in the process; evaluate solutions for impact on others.

Grade 5Apply the full process independently to complex, multi-step problems with competing variables.

RDM-PRB-2-1Copy link StandardStudents define a problem clearly in their own words before trying to fix it. I can…I can say exactly what the problem is before I try to solve it. You’ll see it when…Student states the problem specifically — not just "it's bad" but who is involved, what is happening, and why it's a problem.

RDM-PRB-2-2Copy link StandardStudents name at least two different possible solutions to a problem. I can…I can think of two different ways to solve this. You’ll see it when…Student names two genuinely different solutions (not just variations of the same approach) before choosing one.

RDM-PRB-2-3Copy link StandardStudents evaluate their options by naming one good thing and one concern about each. I can…I can say what's good and what might not work about each of my ideas. You’ll see it when…Student gives a distinct pro and con for each option — not just evaluates one and ignores the other.

RDM-PRB-2-4Copy link StandardStudents choose one solution, try it, and say what happened. I can…I can pick a solution, try it, and tell what happened. You’ll see it when…Student completes all three steps — chooses, acts, and reports back — not just thinks about the solution without trying it.

RDM-PRB-2-5Copy link StandardAfter trying a solution, students say whether it worked and name what they would try next time if it didn't. I can…I can say if my solution worked — and what I'd try next if it didn't. You’ll see it when…Student gives an honest assessment (not just "it worked") AND names a specific alternative if the outcome wasn't good.

RDM-PRB-3-1Copy link StandardStudents apply the five-step problem-solving process to a real classroom or social problem, moving through each step with a brief record. I can…I can use the problem-solving steps for a real problem I'm actually having. You’ll see it when…Student applies the steps to a genuine, current problem — not a hypothetical — and can show a record of each step.

RDM-PRB-3-2Copy link StandardStudents generate at least three possible solutions to a problem before choosing one. I can…I can think of three different ways before I decide what to do. You’ll see it when…Student produces three genuinely distinct options — not variations of the same approach.

RDM-PRB-3-3Copy link StandardStudents use evidence (what they know happened before, what they've observed) to evaluate which solution is most likely to work. I can…I can use what I know to decide which solution will probably work best. You’ll see it when…Student's evaluation references specific evidence from their experience or observation — not just intuition or "it sounds good."

RDM-PRB-3-4Copy link StandardStudents try their chosen solution and record what actually happened, including any surprises. I can…I can try my plan and record what happened — including what I didn't expect. You’ll see it when…Student's record includes at least one observation about the outcome beyond "it worked/didn't" — including something unexpected.

RDM-PRB-3-5Copy link StandardStudents evaluate the outcome of their solution and explain what they would do differently at the same step next time. I can…I can say where in my process I'd make a change — and what change I'd make. You’ll see it when…Student names a specific step in the process (not just the outcome) as the place to improve AND names the specific change.

RDM-PRB-4-1Copy link StandardStudents define a problem clearly from their own perspective AND attempt to restate it from one other person's perspective. I can…I can say what the problem is from more than one point of view. You’ll see it when…Student produces two genuinely different definitions of the same problem — one from their view and one from another person's — without collapsing them into one.

RDM-PRB-4-2Copy link StandardStudents evaluate each solution option for its likely impact on everyone involved — not just themselves. I can…I can think about whether my solution would work for everyone — not just me. You’ll see it when…Student's evaluation includes a consideration for each relevant party — not just an assessment of their own outcome.

RDM-PRB-4-3Copy link StandardStudents apply the full process to a complex, multi-variable problem (involving more than one person and more than one complication) and complete each step. I can…I can work through a complicated problem using all five steps. You’ll see it when…Student applies all five steps to the complex problem and can show a record or describe each step — not just the final decision.

RDM-PRB-4-4Copy link StandardStudents evaluate whether their solution addressed the problem for all parties — not just resolved their own discomfort. I can…I can check whether my solution actually fixed things for everyone — not just for me. You’ll see it when…Student checks the outcome from multiple perspectives and names any remaining gaps — not just declares success.

RDM-PRB-4-5Copy link StandardStudents reflect on which step of the process is hardest for them personally and name one strategy to get better at it. I can…I can say where I struggle in the problem-solving process — and what I'm doing about it. You’ll see it when…Student names a specific step (not just "it's hard") and a targeted strategy for that step — not a generic "I'll try harder."

RDM-PRB-5-1Copy link StandardStudents apply the five-step problem-solving process independently to a complex, real problem — without teacher facilitation. I can…I can work through a real complicated problem on my own, using all five steps. You’ll see it when…Student completes all five steps independently for a genuinely complex problem — no adult facilitation needed.

RDM-PRB-5-2Copy link StandardStudents generate creative, non-obvious solutions by approaching the problem from multiple angles (reversing assumptions, considering whose voices are missing, imagining an ideal outcome). I can…I can come up with solutions people haven't thought of — by thinking about the problem differently. You’ll see it when…Student produces at least one solution that is qualitatively different from the obvious approaches — and can explain the angle they used to find it.

RDM-PRB-5-3Copy link StandardStudents evaluate a set of solutions using multiple criteria (feasibility, fairness, impact, resources) and justify their final choice using that framework. I can…I can pick the best solution by checking it against more than one standard. You’ll see it when…Student applies more than one criterion explicitly to more than one option AND justifies the final choice using the framework — not just picks the one they liked best.

RDM-PRB-5-4Copy link StandardStudents implement their solution, monitor whether it is working, and adapt the plan mid-course if needed. I can…I can try my plan and change it while I'm doing it if something isn't working. You’ll see it when…Student makes at least one visible mid-implementation adjustment AND can explain what triggered the change.

RDM-PRB-5-5Copy link StandardStudents complete a full process reflection, evaluating not just the outcome but the quality of each step and naming one specific improvement for each weak step. I can…I can look back at how I solved a problem and find the weak spots — with a fix for each one. You’ll see it when…Student evaluates each step of the process (not just the final outcome) and names a specific improvement for at least two steps.

End of Problem-Solving Steps · Grade 2

RDM-SAF

Personal Safety & Risk Awareness

Skill areasRecognizing risky situations · Knowing safety rules and procedures · Planning safe actions · Assessing levels of risk · Knowing when and how to report an unsafe situation

How this skill grows

Grade 2Spot risky situations; plan safe actions; follow safety rules and drills.

Grade 3Assess risk levels in common situations; know emergency procedures and who to contact.

Grade 4Evaluate risk across physical and social situations; plan ahead for multiple safety scenarios.

Grade 5Apply risk awareness to physical, social, and online contexts independently.

RDM-SAF-2-1Copy link StandardStudents identify at least two risky situations they might encounter at school (running near traffic, climbing dangerously, following a stranger) and say why each is risky. I can…I can name two risky situations and say what makes each one dangerous. You’ll see it when…Student names a specific risk factor for each situation — not just "it's dangerous" but what could go wrong and why.

RDM-SAF-2-2Copy link StandardStudents name two safety rules relevant to their school environment and explain how each one prevents harm. I can…I can say two safety rules and say how each one keeps people safe. You’ll see it when…Student's explanation names the specific harm the rule prevents — not just "because it's a rule."

RDM-SAF-2-3Copy link StandardStudents follow an emergency drill (fire, lockdown, shelter-in-place) correctly and know the reason for each step. I can…I can follow our safety drills and say why each step matters. You’ll see it when…Student follows the drill sequence correctly AND can explain at least one step — not just performs it by rote.

RDM-SAF-2-4Copy link StandardWhen something feels unsafe, students choose a safe action (move away, tell an adult, call for help) and carry it out. I can…I can do the safe thing when something doesn't feel right. You’ll see it when…Student chooses and executes a safe action — they don't freeze, ignore it, or make it worse.

RDM-SAF-2-5Copy link StandardStudents know what information to share with a trusted adult when reporting a safety concern (what happened, where, when, who was involved). I can…I can tell a grown-up about a safety problem with enough details to help. You’ll see it when…Student's report contains all four pieces of information — not just "something happened" or "it was scary."

RDM-SAF-3-1Copy link StandardStudents assess whether a common situation (a stranger approaching, someone rushing on the stairs, a fire alarm) is low, medium, or high risk and explain their rating. I can…I can say how risky a situation is — and explain why I rated it that way. You’ll see it when…Student gives a risk level AND a specific reason connected to the scenario features — not just high/low without explanation.

RDM-SAF-3-2Copy link StandardStudents know the emergency procedures for at least three scenarios (fire, injury, stranger danger) and can walk through the steps. I can…I can say what to do in three different emergencies. You’ll see it when…Student gives the correct sequence for all three — not just one — and can describe the steps in order.

RDM-SAF-3-3Copy link StandardStudents identify who to contact for different types of safety concerns (teacher for playground injury; 911 for medical emergency; trusted adult for feeling unsafe). I can…I can match a safety problem to the right person to contact. You’ll see it when…Student matches correctly — not just "tell a teacher" for everything — and gives a reason for each match.

RDM-SAF-3-4Copy link StandardStudents plan a safe action for a given risky scenario before it happens (not just after). I can…I can make a safety plan for something that might happen. You’ll see it when…Student produces a specific, proactive plan — what they would do in a named scenario — before the situation arises.

RDM-SAF-3-5Copy link StandardStudents distinguish between a situation they can make safer on their own and one that requires adult intervention. I can…I can tell the difference between a situation I can handle and one that needs a grown-up. You’ll see it when…Student accurately categorizes scenarios by level of intervention needed — not just "always tell an adult" or "I can handle everything."

RDM-SAF-4-1Copy link StandardStudents evaluate risk across two different types of situations (physical and social) and explain how risk assessment differs between them. I can…I can assess risk for both physical situations and social ones — and say how they're different. You’ll see it when…Student gives a risk assessment for both situation types AND articulates the difference in how they approach each kind of risk.

RDM-SAF-4-2Copy link StandardStudents plan ahead for two different safety scenarios, naming their specific action for each. I can…I can make a safety plan for two different types of situations before they happen. You’ll see it when…Student has two distinct plans that are tailored to the specific features of each scenario — not the same plan applied to everything.

RDM-SAF-4-3Copy link StandardStudents recognize that some social situations carry risk (following a peer into an unsafe area, sharing personal information under pressure) and apply the same risk thinking to social scenarios as to physical ones. I can…I can see that social situations can be risky too — and think about them the same way I would a physical risk. You’ll see it when…Student identifies a social risk factor specifically (not just an uncomfortable situation) and evaluates it using the same framework as a physical risk.

RDM-SAF-4-4Copy link StandardStudents know when a situation is escalating into a higher risk category and know to get help before reaching a crisis. I can…I can see when something is getting more dangerous — and get help before it becomes an emergency. You’ll see it when…Student names the specific indicators that a situation is escalating AND names a specific help-seeking action triggered before the crisis point.

RDM-SAF-4-5Copy link StandardStudents reflect on a time they handled a safety situation and identify what went well and what they would do earlier next time. I can…I can look back at a safety situation I handled — and say what I'd do sooner or differently. You’ll see it when…Student gives a genuine reflection on a real situation with a specific "do sooner" improvement — not just general praise for their own performance.

RDM-SAF-5-1Copy link StandardStudents independently assess risk across physical, social, and online contexts, applying the same reasoning process to each. I can…I can think about safety risks in real life, with people, and online — using the same approach. You’ll see it when…Student applies risk reasoning consistently across all three domains — not just physical safety with no transfer to social or digital contexts.

RDM-SAF-5-2Copy link StandardStudents develop a personal safety plan for their most likely risk contexts (travel to/from school, online use, peer situations) with a specific action for each. I can…I can plan for my real safety risks — not just the ones in a textbook. You’ll see it when…Student names their actual risk contexts (specific to their life) and has a real, specific plan for each — not generic advice.

RDM-SAF-5-3Copy link StandardStudents recognize when peer pressure is creating a safety risk and name a specific, assertive way to exit the situation. I can…I can see when peer pressure is making something unsafe — and get out. You’ll see it when…Student identifies the safety element in the peer pressure situation (not just discomfort) AND names a specific exit strategy — more than just "I'd say no."

RDM-SAF-5-4Copy link StandardStudents help a peer assess a safety situation they are uncertain about, walking them through the risk assessment and helping them identify a safe action. I can…I can help a friend think through whether something is safe — and what to do. You’ll see it when…Student guides the peer through the assessment — they ask questions and help reason through it — rather than just giving them an answer.

RDM-SAF-5-5Copy link StandardStudents reflect on a safety choice that was harder because of social factors (peer pressure, wanting to fit in, not wanting to seem afraid) and name what they would do differently. I can…I can look at a safety choice that was hard for social reasons — and say what I'd do if I had another chance. You’ll see it when…Student names the social factor specifically AND names a concrete alternative action — not just "I'd be braver."

End of Personal Safety & Risk Awareness · Grade 2

RDM-ETH

Honesty & Doing What's Right

Skill areasHonesty in choices · Fairness in decisions · Taking personal responsibility · Ethical reasoning in dilemmas · Academic integrity and ownership

How this skill grows

Grade 2Apply fairness and honesty in choices; take personal responsibility; respect others' rights.

Grade 3Explain an ethical choice with reasons; take responsibility without blame-shifting.

Grade 4Navigate dilemmas where honesty and kindness are in tension; understand group-level responsibility.

Grade 5Maintain integrity under social pressure; apply ethical reasoning to multi-person situations.

RDM-ETH-2-1Copy link StandardStudents tell the truth about a small mistake or event, even when it's uncomfortable. I can…I can tell the truth even when it's hard. You’ll see it when…Student tells the truth without deflecting or blaming — says what actually happened in their own words, even if it reflects badly on them.

RDM-ETH-2-2Copy link StandardStudents identify the fair choice in a simple scenario and explain why it's fair (not just that it follows a rule). I can…I can pick the fair choice and say why it's actually fair. You’ll see it when…Student's reason references fairness (equal access, not taking more than their share, considering others) — not just "because the rule says so."

RDM-ETH-2-3Copy link StandardWhen something goes wrong due to the student's action, they take responsibility using their own words ("I did it" or "I made a mistake"). I can…I can own what I did — even if I didn't mean to cause harm. You’ll see it when…Student uses first-person language ("I did…") without being prompted, and without immediately shifting blame to someone or something else.

RDM-ETH-2-4Copy link StandardStudents respect the rights of others (to their property, to their turn, to be treated kindly) in daily classroom interactions. I can…I can respect what belongs to others and give people their turn and their fair treatment. You’ll see it when…Student consistently returns materials, waits their turn, and uses respectful language without reminders — across the week, not just once.

RDM-ETH-2-5Copy link StandardStudents explain the difference between their own work and copied work, and know why doing their own work matters. I can…I can say the difference between my own work and someone else's — and why my own work is what counts. You’ll see it when…Student articulates both the distinction AND gives a genuine reason (learning, fairness, honesty) — not just "because it's cheating."

RDM-ETH-3-1Copy link StandardStudents explain an ethical choice by naming the ethical principle at stake (honesty, fairness, or care for others) and showing how that principle applies as the reason this was the right decision in this situation. I can…I can name the ethical principle that made this the right choice — and show how it applies here. You’ll see it when…Student names a specific ethical principle AND connects it to the situation as a decision-making reason (e.g., "I chose honesty because honesty is what makes trust possible — and without trust, the relationship breaks") — not just "I care about honesty."

RDM-ETH-3-2Copy link StandardStudents take responsibility for a mistake without blame-shifting (blaming others, blaming circumstances, making excuses). I can…I can say "I did this" without adding "but it was because…" to excuse it. You’ll see it when…Student owns the action fully — their explanation of what happened doesn't systematically move responsibility off themselves onto external factors.

RDM-ETH-3-3Copy link StandardWhen something isn't fair to someone else, students name the unfairness and propose a specific, fair change. I can…I can notice something unfair — and suggest a real fix. You’ll see it when…Student names the specific fairness issue (not just "it's not fair") and proposes a change that addresses the specific problem.

RDM-ETH-3-4Copy link StandardStudents complete their own work independently, knowing that doing so builds skills they wouldn't build from copying. I can…I can do my own work — because doing it myself is what actually helps me learn. You’ll see it when…Student can explain the learning reason for independent work — not just fear of getting caught copying, but a genuine understanding of what's lost when they don't do it themselves.

RDM-ETH-3-5Copy link StandardIn a scenario where someone was treated unfairly, students identify whose rights were violated and what a fair response would be. I can…I can say whose rights were affected — and what fairness would look like. You’ll see it when…Student names the specific right that was violated AND proposes a specific fair response — not just "that was wrong."

RDM-ETH-4-1Copy link StandardStudents navigate a dilemma where being honest might hurt someone's feelings, choosing a response that is truthful AND kind. I can…I can tell the truth in a way that's also kind — at the same time. You’ll see it when…Student's response includes the honest content AND a respectful delivery — not just tells a hard truth bluntly or withholds the truth to avoid discomfort.

RDM-ETH-4-2Copy link StandardStudents understand that personal responsibility sometimes extends to the group — taking ownership for a shared mistake or outcome. I can…I can own my part of a group mistake — even if I wasn't the only one. You’ll see it when…Student names their specific contribution to a group outcome (not just blames the group) — and takes responsibility for their part.

RDM-ETH-4-3Copy link StandardStudents reason through an ethical dilemma by naming the values in tension, the people affected, and the consequences of each option. I can…I can think through a hard ethical choice step by step. You’ll see it when…Student names the tension, the affected people, AND the consequence set for each option — the reasoning process is visible, not just the final choice.

RDM-ETH-4-4Copy link StandardStudents demonstrate academic integrity consistently — original work, credit to sources, no passing off others' work as their own — and can explain why each component matters. I can…I can do my own work with integrity — and say why each part of that matters. You’ll see it when…Student applies all three components of academic integrity AND can give a genuine reason for each — not just mechanical compliance.

RDM-ETH-4-5Copy link StandardStudents notice when group pressure is leading toward an unfair or dishonest outcome and name what the ethical choice would be, even if it's unpopular. I can…I can see when a group is heading toward something unfair — and say what the right choice is, even if it's hard. You’ll see it when…Student names the ethical issue AND the "right" choice even under group pressure — they don't just go along and then feel bad.

RDM-ETH-5-1Copy link StandardStudents maintain personal integrity under social pressure (a group wanting them to lie, cheat, or exclude) using a values-based assertive script. I can…I can hold my ethical line when people are pushing me to do something wrong. You’ll see it when…Student uses a values-based reason in their refusal — not just "no" but "I can't do that because I value [X]" — and maintains the position under first-round pushback.

RDM-ETH-5-2Copy link StandardStudents apply ethical reasoning to a situation affecting multiple people, weighing whose interests are most at stake and why. I can…I can think through who is most affected by an ethical choice — and weigh their interests. You’ll see it when…Student names multiple affected parties, explains which interests are most at stake, and gives a reasoning chain — not just picks the "nice" option.

RDM-ETH-5-3Copy link StandardStudents take full personal responsibility for a significant mistake — including naming what they did, the impact on others, and a concrete repair action — without minimizing or deflecting. I can…I can own a serious mistake all the way through — what I did, what happened, and what I'm doing to fix it. You’ll see it when…Student's accountability has all three elements AND the repair action is genuine and completed — not just an apology.

RDM-ETH-5-4Copy link StandardStudents apply academic integrity principles consistently and independently across subjects and contexts — not only when supervised. I can…I can do my own honest work no matter who is watching or not watching. You’ll see it when…Student's academic integrity is consistent across supervised and independent work — the standard doesn't drop when the teacher isn't actively monitoring.

RDM-ETH-5-5Copy link StandardStudents reason through a complex ethical scenario involving multiple people and competing values, and produce a reasoned, value-grounded position. I can…I can work through a complicated ethical situation and take a real position — with reasons. You’ll see it when…Student names the values, the affected people, and the competing considerations AND takes a position with a clear, non-circular justification — not just says "it depends."

End of Honesty & Doing What's Right · Grade 2

RDM-DIG

Digital Citizenship & Online Safety

Skill areasSafe online behavior · Protecting personal information · Responsible and ethical digital behavior · Media literacy (understanding messages and advertising) · Recognizing digital influence and persuasion

How this skill grows

Grade 2Practice safe and responsible online behavior; apply basic media literacy; begin to recognize digital influence.

Grade 3Protect personal information online; communicate respectfully in digital spaces.

Grade 4Evaluate online sources for reliability; understand how digital footprints are created and persist.

Grade 5Apply digital citizenship principles independently; recognize advertising, bias, and persuasion in media.

RDM-DIG-2-1Copy link StandardStudents follow two basic online safety rules (don't share personal information; tell a trusted adult if something feels wrong online). I can…I know two things that keep me safe online — and I do them. You’ll see it when…Student states both rules accurately AND gives a brief reason for each — not just recites them.

RDM-DIG-2-2Copy link StandardStudents identify personal information that should not be shared online (full name, address, school, phone number, photo) and say why. I can…I know what information to keep private online — and why. You’ll see it when…Student names at least three types of private information AND gives a reason (someone could find them, contact them, or misuse the information).

RDM-DIG-2-3Copy link StandardStudents use kind and respectful language when communicating online (in messages, comments, or class platforms). I can…I can talk online the same kind way I'd talk in person. You’ll see it when…Student's digital communications (observable during class platform use) match the respectful standard expected in face-to-face interaction.

RDM-DIG-2-4Copy link StandardStudents explain the difference between a real website or app and an advertisement or pop-up, and know not to click on unknown pop-ups. I can…I can tell a real screen from an ad — and I know not to click on things I don't know. You’ll see it when…Student correctly identifies an ad or pop-up in a scenario AND gives a reason for not clicking — not just follows the rule but understands the risk.

RDM-DIG-2-5Copy link StandardStudents tell a trusted adult when they see something online that makes them feel scared, confused, or uncomfortable. I can…I know to tell a grown-up when something online doesn't feel right. You’ll see it when…Student names the action (tell a trusted adult) AND can describe what "doesn't feel right" looks or feels like — not just has a rule they've memorized.

RDM-DIG-3-1Copy link StandardStudents protect personal information in digital environments by identifying what to share, what to keep private, and what to check with an adult before sharing. I can…I can decide what's safe to share online — and when to check with a grown-up first. You’ll see it when…Student categorizes information correctly across a range of types (some obviously safe, some obviously private, some "check first") — not just the most obvious examples.

RDM-DIG-3-2Copy link StandardStudents communicate respectfully in digital spaces (class platforms, messages, comments), applying the same standards they use in person. I can…I can be as kind and respectful online as I am in person. You’ll see it when…Student's digital communications are consistently respectful — not only when a teacher is actively watching the platform.

RDM-DIG-3-3Copy link StandardStudents know what a digital footprint is and describe at least two ways that online activity can leave a trace. I can…I know that what I do online leaves a mark — and I can say two ways it does. You’ll see it when…Student gives two genuinely different examples of a digital trace (e.g., a post, a message history, a login record) and explains how each one persists.

RDM-DIG-3-4Copy link StandardStudents identify an advertisement within a digital environment and explain how it is designed to get attention or persuade. I can…I can spot an ad online and say how it's trying to get me to do something. You’ll see it when…Student identifies the ad AND names a specific persuasion technique used (bright colors, celebrity, a "special offer" countdown, an emotional appeal).

RDM-DIG-3-5Copy link StandardStudents know what to do if they encounter something online that violates a safety or kindness rule: stop, don't share, tell a trusted adult. I can…I know the three steps when something goes wrong online. You’ll see it when…Student states all three steps in order AND can apply them correctly to a scenario — not just recites them.

RDM-DIG-4-1Copy link StandardStudents evaluate an online source for basic reliability markers (Who wrote it? When? Why? Can it be checked elsewhere?) before accepting information as fact. I can…I can check whether something online is actually true — using a set of questions. You’ll see it when…Student applies all four reliability questions to a given source and gives a reasoned reliability rating — not just "it looks legit."

RDM-DIG-4-2Copy link StandardStudents explain what a digital footprint is and describe how their online actions (posts, likes, comments, searches) contribute to it and can persist. I can…I know that everything I do online adds to a record that can stick around. You’ll see it when…Student gives specific, accurate examples of footprint-generating activities AND explains that deletion doesn't always remove the record.

RDM-DIG-4-3Copy link StandardStudents apply ethical standards to digital communication — no sharing others' private content, no posting without consent, using kind language. I can…I can be as ethical online as I try to be in real life. You’ll see it when…Student applies ethical standards across all three areas consistently — not just one ("I'm kind but I share private content").

RDM-DIG-4-4Copy link StandardStudents identify how digital media (apps, games, social platforms) are designed to keep their attention (notifications, streaks, infinite scroll) and name one personal boundary they can set. I can…I can say how apps are designed to keep me on them — and choose one thing I'll do about it. You’ll see it when…Student names a specific attention-capture design feature AND sets a specific personal boundary — not just "I'll use my phone less."

RDM-DIG-4-5Copy link StandardStudents explain why they should check with a trusted adult before downloading, signing up for, or paying for anything online. I can…I know to check with a grown-up before I sign up, download, or pay for anything online. You’ll see it when…Student gives a genuine reason (financial risk, data access, inappropriate content, scams) — not just "because the rules say so."

RDM-DIG-5-1Copy link StandardStudents apply digital citizenship principles independently and consistently across all platforms they use — not just during school activities. I can…I can be a responsible digital citizen on my own — not just when I'm being watched. You’ll see it when…Student describes consistent digital behavior across both school and personal use — their standards don't change depending on who can see.

RDM-DIG-5-2Copy link StandardStudents recognize advertising and sponsored content in digital media and explain the difference between information and persuasion. I can…I can tell when something online is trying to sell me something or change what I think — even when it looks like information. You’ll see it when…Student correctly identifies examples where persuasion is disguised as information (native advertising, influencer content, biased articles) and explains how each works.

RDM-DIG-5-3Copy link StandardStudents evaluate a piece of online content for one-sidedness and describe what information or viewpoint is not represented in it. I can…I can look at something online and ask what it's leaving out or only showing one side of. You’ll see it when…Student identifies a specific gap in the content — information not included or a viewpoint not represented — and explains how it makes the content incomplete or potentially misleading.

RDM-DIG-5-4Copy link StandardStudents understand that their digital footprint can affect how they are perceived now and in the future, and make one intentional decision about their online presence. I can…I know my digital footprint matters for my reputation — and I'm making one choice to manage it. You’ll see it when…Student names a specific, realistic future context where their footprint matters AND makes a specific, intentional choice about a digital behavior — not just vague concern.

RDM-DIG-5-5Copy link StandardStudents explain three principles of responsible digital citizenship (safety, respect, integrity) in their own words and give a real-life example of each. I can…I can say what digital citizenship means in three real ways — with examples from my life. You’ll see it when…Student gives genuinely distinct examples for each principle, drawn from real or realistic personal contexts — not definitions from a handout.

End of Digital Citizenship & Online Safety · Grade 2

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Self-Awareness

Identifying My Feelings

Strengths & Interests

Personal Identity & Self-Acceptance

Values & Integrity

Self-Reflection & Growth Mindset

Self-Management

Calming Strategies & Emotion Regulation

Focus & Self-Control

Goal Setting & Planning

Healthy Habits & Routines

Perseverance & Resilience

Flexibility & Adaptability

Mental Health Awareness

Social Awareness

Empathy & Perspective-Taking

Respect & Inclusion

Fairness & Community Responsibility

Kindness & Giving Back

Gratitude & Appreciation

Relationship Skills

Communication & Listening

Teamwork & Cooperation

Making & Keeping Friends

Boundaries & Personal Safety

Conflict Resolution & Repair

Asking for Help & Finding Support

Bullying Prevention & Bystander Skills

Leadership & Standing Up for Others

Responsible Decision-Making

Choices & Consequences

Problem-Solving Steps

Personal Safety & Risk Awareness

Honesty & Doing What's Right

Digital Citizenship & Online Safety

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