Growth:

• Communicate my wants/needs appropriately with peers and adults
• Ask for and accept help when I am in a conflict situation requiring support
• Identify emotions that I am feeling and identify ways to calm myself when in a stressful situation
• Adjust tone and behavior in familiar settings with some reminders (e.g., voice level, body movement) appropriate to various settings with support (e.g., library, hallways, restaurants, bus, playgrounds)
• Recognize the importance of telling the truth
• Recognize that I can make choices about my behavior
• Identify personal goals and create steps toward achieving each goal
• Celebrate goal achievements
• Adapt to changes in my schedule and environment

Understanding:

• Develop positive personal hygiene habits
• Be  aware of my personal space
• Identify my likes and dislikes, needs and wants
• Recognize and label basic emotions (e.g., happiness, sadness, anger, fear, surprise) and associate them with words, facial expressions and/or gestures
• Express a range of emotions appropriately through role playing, actions, drawing or language
• Understand the connection between feelings and behaviors
• Identify people, places and other resources to go to for help (e.g., parents, relatives, school personnel)
• Identify situations in which I need adult help (e.g., big problem/small problem)
• Demonstrate responsible use of others’ belongings (e.g., ask permission; take care of them)
• Describe things I do well
• Describe an activity/task in which I need help in order to be successful

Interaction:

• Pay attention to others when they are speaking
• Understand the importance of respecting personal space
• Take turns and practice sharing
• Practice using encouraging comments
• Demonstrate the use of verbal etiquette (e.g., use please, thank you, excuse me, etc.)
• Initiate positive interactions with other students most of the time (e.g., invent/set up activities)
• Identify trusted adults
• Ask for help from adults and peers in socially acceptable ways
• Ask for help from peers in socially acceptable ways
• Recognize when another needs help and offer assistance
• Recognize safe and responsible touch
• Determine how to seek assistance frompeers and/or adults to resolve conflict, when appropriate

Decision Making: 

• Identify and illustrate safe and unsafe situations
• Understand the difference between appropriate and inappropriate behaviors in school
• Understand the consequences and rewards that exist based upon my actions
• Identify steps necessary to accomplish personal responsibilities at home and at school
• Identify problem, desired outcomes and potential solutions to a problem
• Put the solution into action
• Reflect on the outcome of the solution
• Identify and demonstrate the ability to make responsible choices

Empathy:

• Use listening skills to identify a range of emotions in others and identify possible causes for a range of emotions in others (e.g., losing a dog may make you “sad”)
• Recognize with support that different people may have different emotional reactions to the same event
• Understand that my words and actions may have an impact on others
• Understand that different people have different abilities
• Actively listen and be a part of a group so that I can work collaboratively with others
• Show respect when interacting with others by using appropriate manners such as “please/thank you”
• Identify positive qualities in myself that I can use to support others